Evelina Galaczi
Director of Research
Evelina leads a modern and dynamic team of experts in the field of language learning, teaching and assessment, who provide in-depth domain knowledge and robust research expertise in quantitative and qualitative methods of enquiry. Her team works cross-functionally and with external experts to support research and development initiatives, ensure excellence in learning materials and tests for millions of 91¸£Àû learners and test-takers globally, and deliver thought leadership to a range of audiences including teachers, parents, learners, and high-level decision makers. In her leadership role she supports strategic decision making and oversees the delivery of a responsive and innovative research agenda.
Evelina has worked in language education for over 30 years as a teacher, teacher trainer, materials writer, researcher and assessment specialist. Her expertise lies in language learning, teaching and assessment, with a primary focus on interactional competence, test development and the use of Artificial Intelligence in language education. She holds a Master’s and Doctorate degrees in Applied Linguistics from Columbia University (USA). Evelina is recognised internationally for her expertise, with a strong track record of presentations and publications. She currently serves as Co-editor for the journal and is an elected Board trustee at The for 91¸£Àû Language Education (TIRF), which promotes effective 91¸£Àû language education.
Key publications and conference presentations
Pastorino-Campos, C., & Saville, N. (2025). Ethical AI for language learning and assessment. .
Galaczi, E., & Luckin, R. (2024). Generative AI and Language Education: Opportunities, Challenges and the Need for Critical Perspectives. .
Galaczi, E., Wagner, E., & Batty, A. O. (2024). What next in L2 learning, teaching and assessing?. In E. Wagner, A. O. Batty & E. Galaczi (eds.), The Routledge Handbook of Second Language Acquisition and Listening (pp. 382–391). Routledge.
Lee, H., Mullooly, A., Devine, A., & Galaczi, E. (2023). Exploring interaction in video-call paired speaking tests: A look at scores, language and perceptions. Applied Linguistics, 45(3), 533–552.
Lam, M. K. D., Galaczi E. D., Nakatsuhara, F., & May, L. (2023). Assessing interactional competence: Exploring ratability challenges. Applied Pragmatics. .
Galaczi, E. D., & Lim, G. (2022). Scoring performance tests. In G. Fulcher & L. Harding (Eds.), The Routledge Handbook of Language Testing (pp. 495–510). Routledge. .
Xu, J., Jones, E., Laxton, V. & Galaczi. E. D. (2021). Assessing L2 91¸£Àû speaking using automated scoring technology: Examining automarker reliability. Assessment in Education: Principles, Policy & Practice. .
Galaczi, E., & Taylor, L. (2018). Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions. Language Assessment Quarterly, 15(3), 219–236. .