Skip to main content

View related sites

  • Recognition
  • Agents
  • Consultancy
  • Research
  • Facebook
  • Twitter
  • YouTube
  • LinkedIn
  • Instagram
Change Language

Cambridge Assessment English

Main navigation

  • Home
  • Why choose us?

    Why choose us?

    • Learners

    • Who accepts our exams?
    • Visas and immigration
    • Study abroad
    • Cambridge English journeys
    • Organisations

    • Start accepting our exams
    • Working with us
    • Producing exams
  • Exams and tests

    Exams and tests

    • Cambridge English Qualifications Cambridge English Qualifications
    • Schools
    • General and higher education
    • Business
    • Pre A1 Starters (YLE Starters)
    • A1 Movers (YLE Movers)
    • A2 Flyers (YLE Flyers)
    • A2 Key for Schools (KET)
    • B1 Preliminary for Schools (PET)
    • B2 First for Schools (FCE)
    • A2 Key (KET)
    • B1 Preliminary (PET)
    • B2 First (FCE)
    • C1 Advanced (CAE)
    • C2 Proficiency (CPE)
    • B1 Business Preliminary (BEC Preliminary)
    • B2 Business Vantage (BEC Vantage)
    • C1 Business Higher (BEC Higher)
    • Linguaskill Linguaskill
    • IELTS IELTS
    • OET OET
    • Useful links

    • Test your English
    • Cambridge English Placement Test
    • How to register
    • Find an exam centre
    • What to expect on exam day
    • Study English in the UK
    • See exam results online
    • Cambridge English Scale
    • International language standards explained
    • Information for preparation centres
  • Learning English

    Learning English

    • Free activities
    • Exam preparation
    • Test your English
    • Parents and children
    • Games and social media
    • More resources
  • Teaching English

    Teaching English

    • Qualifications for individuals
    • CELTA
    • DELTA
    • TKT (Teaching Knowledge Test)
    • Qualifications for schools and ministries
    • CELT-P
    • CELT-S
    • Language for Teaching
    • Certificate in EMI Skills
    • Train the Trainer
    • Professional development
    • Cambridge English Teaching Framework
    • Cambridge English Trainer Framework
    • Become a Cambridge English Assessment Specialist
    • Your new English classroom
    • Resources for teachers
    • Webinars for teachers
    • Information for preparation centres
  • Blog
  • News
  • Events
  • Help

    Help

    • Lost certificates
    • Enquiries and appeals
    • Special requirements
    • Special considerations
    • Malpractice
    • Complaints
    • Corporate social responsibility
  • Test your English
  • Find an exam centre
  • Who accepts our exams?

You are here:

  1. Cambridge English
  2. Research and Validation
  3. Meet the team
  4. Dr Angeliki Salamoura

Dr Angeliki Salamoura

  • Meet the team
    • Dr Amy Devine
    • Dr Angeliki Salamoura
    • Dr Ardeshir Geranpayeh
    • Dr Brigita Séguis
    • Carmen Ebner
    • Carrie Warren
    • Dr Edmund Jones
    • Elaine Schmidt
    • Ella Pope
    • Dr Evelina D Galaczi
    • Ewa Stearn
    • Graham Seed
    • Dr Hanan Khalifa
    • Dr Hye-won Lee
    • Jane Lloyd
    • Jason Hurren
    • Jess Jamet
    • Dr Jing Xu
    • John Savage
    • Dr Kevin Cheung
    • Mariangela Marulli
    • Dr Mark Brenchley
    • Dr Martina Kuvalja
    • Nicholas Glasson
    • Dr Nick Saville
    • Safiatú Lopes
    • Dr Sarah McElwee
    • Siân Morgan
    • Dr Sylwia Macinska
    • Tony Clark
Dr Angeliki Salamoura

Dr Angeliki Salamoura

Principal Research Manager

Angeliki has over 20 years of experience in the field of English education, as a teacher, researcher, research manager and assessment and learning specialist. As a Principal Research Manager at Cambridge Assessment English, she leads on research related to Learning Oriented Assessment (LOA), language learning, impact and the CEFR. Angeliki also has overall responsibility for education reform projects within the Research and Thought Leadership division, ranging from CEFR familiarisation and benchmarking to test and programme evaluation. In this context, she has led impact assessment projects in the K-12 and vocational sectors in Europe, Asia and South America.

In the past, Angeliki has also led research within English Profile, an interdisciplinary programme, which aims to exemplify the CEFR for English. Prior to joining Cambridge Assessment English, Angeliki held a research position at the Department of Experimental Psychology at Cambridge University, conducting research on language processing and cognition. As an English language teacher in her native Greece, she gained experience with learners across the age range from early primary school to tertiary education. She regularly presents at conferences and delivers training worldwide in her areas of expertise, and has a strong publication record. Angeliki holds a PhD and an MPhil in English and Applied Linguistics from the University of Cambridge.

Key publications and conference presentations

Salamoura, A and Unsworth, S (2017) Learning Oriented Assessment: Making the connections between learning, assessment and technology, paper presented at the ALTE 6th International Conference, Bologna, Italy, May 2017.

Guetterman, T C and Salamoura, A (2016) Enhancing test validation through rigorous mixed methods components, in Moeller, A J, Creswell, J W and Saville, N (Eds) Second Language Assessment and Mixed Methods Research, Studies in Language Testing volume 43, Cambridge: UCLES/Cambridge University Press, 153-176.

Barker, F, Salamoura, A and Saville, N (2015) Learner corpora and language testing, in Granger, S, Gilquin, G and Meunier, F (Eds) The Cambridge Handbook of Learner Corpus Research, Cambridge: Cambridge University Press, 511-534.

Galaczi, E and Salamoura, A (2015) Technology and Learning Oriented Assessment: Helping teachers and learners, paper presented at the IATEFL 49th Annual Conference and Exhibition, Manchester, UK, April 2015.

Salamoura, A, Littlemore, J, Murakami, A and Jaworska, S (2015) Directions in English Profile research, in Harrison, J and Barker, F (Eds) English Profile in Practice, Cambridge: Cambridge University Press, 106-119.

Salamoura, A and Unsworth, S (2015) Learning Oriented Assessment: Putting learning, teaching and assessment together, Modern English Teacher 24 (3), 2-6.

Jones, N and Salamoura, A (2014) CEFR as a framework for combining classroom and external assessment data, paper presented at the EALTA 2014, Coventry, UK, May 2014.

Salamoura, A and ffrench, A (2014) An investigation into the use of standardised assessment for employability purposes in India, paper presented at the ALTE 5th International Conference, Paris, France, April 2014.

Salamoura, A, ffrench, A and Emery, J (2014) Enhancing employment opportunities through English: An investigation into the impact of the SCOPE programme in India, Research Notes 58, 27-39.

Salamoura, A, Khalifa, H and Docherty, C (2014) Investigating the impact of language tests in their educational context, paper presented at the IAEA 2014 (International Association of Educational Assessment), Singapore, May 2014.

Saville, N and Salamoura, A (2014) Learning Oriented Assessment: A systemic view from an examination provider, paper presented at the Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts, New York, USA, October 2014.

Alexopoulou, T, Yannakoudakis, H and Salamoura, A (2013) Classifying intermediate learner English: A data-driven approach to learner corpora, in Granger, S, Gilquin, G and Meunier, F (Eds) Twenty Years of Learner Corpus Research: Looking Back, Moving Ahead, Louvain: Presses universitaires de Louvain.

Jaworska, S, Salamoura, A and Barker, F (2013) First of all, I have to say that... - The development of formulaic repertoires in L2 English at B2 and C1 levels: a corpus-driven and cross-linguistic comparison, in Archibald, A N (Ed) Multilingual Theory and Practice in Applied Linguistics, Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics, University of Southampton, Southampton, UK, 6-8 September 2012, 85-90, available online: https://baal.org.uk/wp-content/uploads/2016/10/proceedings_2012.pdf

Ashton, K, Salamoura, A and Diaz, E (2012) The BEDA impact project: A preliminary investigation of a bilingual programme in Spain, Research Notes 50, 34-42.

Salamoura, A, Hamilton, M and Octor, V (2012) An initial investigation of the introduction of Cambridge English examinations in Mission laïque française schools, Research Notes 50, 24-33.

Salamoura, A and Lim, G (2012) Validating a Writing Assessment Scale: Insights from SLA, Corpora, and Computational Linguistics, paper presented at the 34th Language Testing Research Colloquium, Princeton, New Jersey, USA, April 2012.

Khalifa, H and Salamoura, A (2011) Criterion-related validity, in Taylor, L (Ed) Examining Speaking: Research and Practice in Assessing Second Language Speaking, Studies in Language Testing volume 30, Cambridge: UCLES/Cambridge University Press, 259-292.

Salamoura, A (2011) Using the Cambridge Learner Corpus for developing Reference Learner Descriptions: Implications for assessment, paper presented at the 16th World Congress of Applied Linguistics, Beijing, China, August 2011.

Salamoura, A and Capel, A (2011) Building the English Vocabulary Profile: Implications for learning, teaching and assessment, paper presented at the ALTE 4th International Conference, Krakow, Poland, July 2011.

Harvey, A, Balch, A and Salamoura, A (2010) The adoption of international certification in the French state school sector, Research Notes 40, 7-9.

Khalifa, H, ffrench, A and Salamoura, A (2010) Maintaining alignment to the CEFR: the FCE case study, in Martyniuk, W (Ed) Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft Manual, Studies in Language Testing volume 33, Cambridge: UCLES/Cambridge University Press, 80-101.

Salamoura, A and Saville, N (2010) Exemplifying the CEFR: Criterial features of written learner English from the English Profile Programme, in Bartning, I, Maisa, M and Vedder, I (Eds) Communicative proficiency and linguistic development: Intersections between SLA and language testing research, Eurosla Monographs Series 1, 101-132, available online at: http://eurosla.org/monographs/EM01/101-132Salamoura_Saville.pdf

Saville, N and Salamoura, A (2010) Reference level descriptions for national and regional languages: The English Profile Programme, paper presented at the 32nd Language Testing Research Colloquium, Cambridge, UK, April 2010.

Papp, S and Salamoura, A (2009) An exploratory study into linking young learners’ examinations to the CEFR, Research Notes 37, 15-22.

Salamoura, A and Saville, N (2009) Identifying “criterial features” of English across CEFR levels: Implications for diagnostic assessment, paper presented at the Language Testing Forum 2009, Luton, UK, November 2009.

Salamoura, A and Saville, N (2009) Criterial features of English across the CEFR levels: Evidence from the English Profile Programme, Research Notes 37, 34-40.

Salamoura, A (2008) Aligning English Profile research data to the CEFR, Research Notes 33, 5-7.

Salamoura, A and Khalifa-Louchihi, H (2008) Linking Examinations to the CEFR: The Cambridge ESOL FCE case study, paper presented at the ALTE 3rd International Conference, Cambridge, UK, April 2008.

Salamoura, A (2007) Grammatical gender in the bilingual lexicon: A psycholinguistic approach, in Kecskes, I and Albertazzi, L (Eds) Cognitive Aspects of Bilingualism, Dordrecht: Springer Verlag, 99-151.

Salamoura, A and Williams, J N (2007) Processing verb argument structure across languages: Evidence for shared representations in the bilingual mental lexicon, Applied Psycholinguistics 28, 627-660.

Salamoura, A and Williams, J N (2007) The representation of grammatical gender in the bilingual lexicon: Evidence from Greek and German, Bilingualism: Language and Cognition 10, 257-275.

Salamoura, A and Williams, J N (2006) Lexical activation of cross-language syntactic priming, Bilingualism: Language and Cognition 9, 299-307.

On this site

  • Home
  • Why Cambridge English?
  • Exams and tests
  • Learning English
  • Teaching English
  • News
  • Events
  • Help
  • About us
  • Who accepts our exams?
  • Agents
  • Consultancy
  • Research
  • Contact us
  • ALTE logo
  • English Profile logo
  • Cambridge University Press
  • Cambridge Assessment logo
  • BSI Logo

View Related Sites

  • Cambridge English main site
  • Cambridge English helpdesk
  • Cambridge English Penfriends
  • Cambridge English Schools
  • Cambridge English Online
  • Cambridge English for Centres
  • Preparation Centres Online
  • Results Verification Service
  • Occupational English Test
  • Cambridge University Press
  • ALTE
  • English Profile
  • Cambridge Assessment
  • Cambridge Assessment Admissions Testing
  • Michigan Language Assessment
  • Cambridge Assessment Japan Foundation


Copyright ©  UCLES

  • Terms & conditions
  • Data protection
  • Accessibility statement
  • Statement on modern slavery
  • Safeguarding policy
  • Sitemap
Back to top
We use cookies. By continuing to use this website you are giving your consent for us to set cookies Dismiss