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Evelina is the Research Director at Cambridge English and leads a team of experts in language learning, teaching and assessment. She has worked in language education for over 25 years and now oversees the development and implementation of the Cambridge English research strategy, as well as research projects on product development, the assessment of speaking/writing and the integration of digital technologies with assessment and learning. Evelina has a strong track record in academic publications and has delivered presentations and training courses on language assessment worldwide. She holds a Master’s and Doctorate degrees in Applied Linguistics from Columbia University, USA.
Evelina’s life path has taken her from her native Bulgaria to the United States, and to the United Kingdom. Before joining Cambridge English, she worked as a teacher and teacher trainer. She also co-wrote an English language teaching course book with her husband, and enjoyed being a New Yorker for 10 years. In her spare time, Evelina enjoys happy moments with her husband, two boys and dog, and giggles with friends.
Nakatsuhara, F, May, L, Lam, D and Galaczi, E (2018) Learning Oriented Feedback in the Development and Assessment of Interactional Competence, Research Notes 70.
Galaczi, E and Lim, G (forthcoming 2021) Scoring performance tests, in Fulcher, G and Harding, L (Eds) The Routledge Handbook of Language Testing, New York: Routledge.
Galaczi, E and Taylor, L (forthcoming 2021) Measuring interactional competence, in Winke, P and Brunfaut, T (Eds) The Routledge Handbook of Second Language Acquisition and Language Testing, New York: Routledge.
Khabbazbashi, N, Xu, J and Galaczi, E (forthcoming 2021) Opening the black box: Exploring automated speaking assessment, in Langeteine, B, Coombe, C, Brown, J D (Eds) Challenges in Language Testing Around the World: Insights for Language Test Users, New York: Springer.
Khabbazbashi, N and Galaczi, E (2020) A comparison of holistic, analytic, and part marking models in speaking assessment, Language Testing 37 (3), 333–360.
Stead, G, Galaczi, E and Whiteside, M (2020) Mobile learning in an age of technology fragmentation and learner choice: What can teachers do?, in Palalas, A (Ed) Blended Language Learning: International Perspectives on Innovative Practice, Beijing: China Central Radio and TV University Press Co Ltd.
May, L, Nakatsuhara, F, Lam, D and Galaczi, E (2019). Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice, Language Testing 37 (2), 165–188.
Galaczi, E and Taylor, L (2018) Interactional competence: Conceptualizations, operationalizations and outstanding questions, Language Assessment Quarterly 15 (3), 219–236.
Galaczi, E, Post, B, Li, A, Barker, F and Schmidt, E (2017) Assessing second language pronunciation: Distinguishing features of rhythm in learner speech at different proficiency levels, in Isaacs, T and Trofimovich, P (Eds) Interfaces in Second Language Pronunciation Assessment: Interdisciplinary Perspectives, Bristol: Multilingual Matters, 157–182.
Nakatsuhara, F, Berry, V, Inoue, C and Galaczi, E (2017) Exploring the use of video-conferencing technology in the assessment of spoken language: A mixed-methods study, Language Assessment Quarterly 14 (1), 1–18.
Galaczi, E and Khabbazbashi, N (2016) Rating scale development: A multistage exploratory sequential design, in Moeller, A J, Cresswell, J W and Saville, N (Eds) Second Language Assessment and Mixed Methods Research, Studies in Language Testing volume 43, Cambridge: UCLES/Cambridge University Press, 208–232.
Galaczi, E (2014) Interactional competence across proficiency levels: How do learners manage interaction in paired speaking tests?, Applied Linguistics 35 (5), 553–574.
Vidaković, I and Galaczi, E (2013) The measurement of speaking ability 1913-2012, in Weir, C J, Vidaković, I and Galaczi, E, Measured Constructs: A History of Cambridge English Language Examinations 1913-2012, Studies in Language Testing volume 37, Cambridge: UCLES/Cambridge University Press, 257–346.
Galaczi, E and ffrench, A (2011) Context 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, 112–170.
Galaczi, E, ffrench, A, Hubbard, C and Green, A (2011) Developing assessment scales for large-scale speaking tests: A multiple-method approach, Assessment in Education 18 (3), 217–237.
Taylor, L and Galaczi, E (2011) Scoring 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, 171–233.
Galaczi, E (2008) Peer-peer interaction in a paired speaking test: The case of the First Certificate in English, Language Assessment Quarterly 5 (2), 89–119.