CURRICULUM VITAE

1. Full name and date

Name: Huhta, Ari Jaakko Juhana Gender: male Date of CV: 25.11.2020

2. Date and place of birth, nationality, current residence

Date and place of birth: October 13th 1960, Ylistaro, Citizenship: Finnish Current residence:

e-mail: [email protected] phone: +358-40-805 3014 address: Centre for Applied Language Studies (CALS) University of Jyväskylä P.O.Box 35 40014 University of Jyväskylä, Finland

3. Education and degrees awarded

 16.3.2010 FT (Ph.D), University of Jyväskylä, Applied Linguistics  1994 FL (Phil.Lic.), University of Jyväskylä, Applied Linguistics  1989 FM (M.A.), University of Jyväskylä, Applied Linguistics

4. Pedagogical training: Basic studies in university pedagogy (10 ECTS credits), 2014

5. Language skills: Finnish (first language) English (oral skills C1, written skills C2; CPE exam in 1996 with grade A) Swedish (comprehension B2, production A2) French (comprehension B1, production A2) German (comprehension A2, production A1) Spanish (comprehension A2)

6. Current position

1.8.2012 Kielitaidon arvioinnin professori (Professor of ), Centre for Applied Language Studies, University of Jyväskylä 15.10.2019 – present: Director of CALS, University of Jyväskylä

7. Previous work experience

 1996–2012, researcher, University of Jyväskylä, Centre for Applied Language Studies  1987-95 researcher, U. of Jyväskylä, Language Centre for Finnish Universities  1985-86 research assistant, U. of Jyväskylä, Language Centre for Finnish Universities

8. Research funding, academic leadership and supervision a) Research funding:

 2019-21 Stage 2 study of early English learning, Finnish National Agency for Education: 68 000€  2017-18 Study of early English learning; Finnish National Agency for Education: 20 000 €.

1  2012 Creation of learner writing corpus: Fin-Clarin consortium, Finland, 11 000 €  2011-12/14 Post-doctoral researcher, Academy of Finland: 328 708 € (until my professorship 2012)  2010-11 Diagnosing the development of writing ability, Pearson Assessment, UK, 10 000 £

Significant contribution (i.e. one of the 2-3 main writers) in these successful applications:

Significant contribution (i.e. one of the 2-3 main writers of the grant application):  2010-13 DIALUKI (Diagnosing reading & writing in L2), Academy of Finland (AF): 500 000 € (PI Charles Alderson, , till July 2012; PI Ari Huhta from August 2012)  2007-09 CEFLING (Writing and CEFR) AF: 220 000 € (PI Maisa Martin, U. of Jyväskylä [JYU])  1997-99 DIALANG Phase 1 (); total Dialang budget for 1997-2004 was € 4.5 million of which the Commission grant was 75% (PI Kari Sajavaara, JYU)  Project for the evaluation of the effectiveness of in Finland (1996-97; AF (PI Kari Sajavaara, U. of Jyväskylä)

Participation as a member of a larger group of writers in these successful applications:

 2019-23 DigiTala – Digital support for training and assessing L2 speaking; AF: € 832 000 (consortium PI Raili Hildén, U. of Helsinki; PI of JYU consortium partner: Mikko Kuronen)  2018-22 Accent perceptions in societal gatekeeping; AF: € 480 000 (PI Mia Halonen, JYU)  2010-13 TOPLING (Paths in Acquisition), AF: € 500 000 (PI Maisa Martin, JYU.)  2009-11 CEFCult; EU Life Long Learning (PI Lut Baten, Katholieke U. Leuven)  2007-09 TOLP (Towards Future Literacy Pedagogies); AF: 220 000 € (PI Minna-Riitta Luukka, JYU)  2003-05 ENLTA (European Network on and Assessment) (European Commission) (PI Charles Alderson, Lancaster University)  1999-2004 DIALANG Phase 2 & 3; see above (PI Wolfgang Mackiewicz, Freie Universität Berlin) b) Funding for development projects (which usually pave way to research at a later stage):

 Two projects for the nationwide implementation of a Finnish as L2 placement testing system for adult immigrants’ language training / integration courses; Ministry of Economic Affairs and Employment: € 150 600 (for 2014-15), € 149 000 (for 2015-16) (project leader: Ari Huhta) c) Direction and coordination of research:

 Principal Investigator of DIALUKI (Academy-funded project 2010-13) since September 2012; Academic Coordinator of DIALUKI January 2010- August 2012. o Supervision of two post-doc researchers in the project (Lea Nieminen, Riikka Ullakonoja)  Member of the steering group of TOPLING (2010-13) and CEFLING (2007-2009), Academy- funded projects, and of DIALANG (EU-funded project, 1997-2004) o In DIALANG, I coordinated the subprojects on test design and translations in 2000-2003/04 (a total of 13 translation teams and 14 test reviewer teams across Europe) d) Supervision of doctoral students:

8 completed PhD theses; 11 PhD theses in progress (first supervisor in 6):

Doctoral students who have completed their studies:  Tuokko, Eeva (2007) Mille tasolle perusopetuksen englannin opiskelussa päästään? [What is the level of proficiency reached in English in lower secondary education] (2nd supervisor).  Leblay, Tarja (2013) ”Voi ei - nää on tosi hyviä muhun verrattuna!” Uudenlaisen arviointimenetelmän toimivuus ranskan suullisen kielitaidon itsearvioinnissa [”Oh no - they are really good compared to me!” The functionality of a new assessment method for self-assessing speaking in French] (1st supervisor)  Leontjev, Dmitri (2016) Applying Results from Second Language Acquisition Research to Diagnostic Language Proficiency with a Computer Adaptive System. (1st)  Pirjo Pollari (2017) In search of empowering assessment in an EFL classroom (2nd)  Siekkinen, Hellä (2017) Itseohjautuvuus tradenomiksi opiskelevien englannin opiskelussa

2 ensimmäisenä vuotena amk:ssa [Self-directiveness in the English studies of the students in the tradenom programme in a Polytechnic university] (1st)  Tulika Prasad (2018) Assessing Speaking in a Multilingual Context: The Case of University Students (Dept. of Education, University of Delhi) (2nd)  Minna Martikainen (2019) Inkerinsuomalaisten paluumuuttajien kielitutkinnon vaikutukset [Impact of the language examination for the Finnish-Ingrian immigrants] (1st)  Anna von Zansen (2019) Uudenlaista kuullun ymmärtämistä - Kuvan ja videon merkitys ylioppilastutkinnon kielikokeissa" [New approaches to assessing listening – Pictures and video in the language tests of the Finnish Matriculation Examination] (1st)

Doctoral students with their work in progress:  Karoliina Inha (in progress) The Development of Learners’ Self-Efficacy and Metalearning Awareness in Early Language Teaching (1st)  Sheryl Cooke (in progress) English as a Lingua Franca: Towards an evidence-based, technology- enabled approach to the assessment of pronunciation (1st)  Björn, Norrbom (in progress) Creating Arabic Profile CEFR for Arabic: A leaner corpus approach to relating Arabic vocabulary, grammar, and functions to CEFR levels A2&B1. (1st)  Ghulam Khushik (in progress) Development of writing in a - an interplay between learners’ linguistic resources and functional abilities across proficiency levels (1st)  Saara Laakso (in progress) Formatiivisen arvioinnin merkitys toisen kielen kuuntelutaitojen oppimisessa [The impact of formative assessment in learning to listen in second language] (1st)  Magda Liontou (in progress) Classroom assessment in Finland and China (1st)  Paola Pagano (in progress) A MEG N400 study on the Russian verbs of motion and Embodied Simulation (2nd)  Rezagah, Karim (in progress) Investigating the Teachers’ Assessment Literacy in Developing and Interpreting School Exams in Iran (2nd)  Tatiana Rasskazova (in progress) Dynamic assessment of listening (2nd)  Tanja Seppälä (in progress) Aikuisten maahanmuuttajien kotoutumiskoulutuksen päättövaiheen suomen kielen taitotaso ja siihen vaikuttavat taustatekijät (2nd)  Teija Kangasvieri (in progress) Perusasteen yläkoulun oppilaiden vieraan kielen oppimismotivaatio ja sen rakenne [Lower secondary students’ motivation to learn languages] (2nd)

Supervision of post-doc researchers: Lea Nieminen and Riikka Ullakonoja (2010-13, in the DIALUKI research project); Dmitri Leontjev (2016-18)

Examiner of PhD theses (7 in total): U. of Turku, Finland 2014; Anna University, India 2017, 2019 (twice); U. of Toronto, Canada 2017; U. of Sydney, Australia 2017; Lancaster University, UK 2018; several memberships in PhD evaluation committees at U. of Jyväskylä

9. Merits in teaching and pedagogical competence

Introductory and advanced courses on language assessment at the Department of Applied Linguistics, Dept. of Languages, and Dept. of Teacher Education at University of Jyväskylä since 1988 (usually co-teaching with colleagues). ‘Project courses’, i.e., courses based on particular research projects at CALS & Dept. of Languages. Introductory course on quantitative research methods. Coordinator of training of two in-service training program on the assessment of oral skills for Finnish Polytechnics language teachers, 2000-2002. Over 100 visiting lectures and training days on different aspects of language assessment and language proficiency in, e.g., in-service programmes for language teachers. Basic studies in university pedagogy (10 ECTS credits), 2014.

10. Awards, prizes and honours

Kari Sajavaara memorial award for PhD dissertation in applied linguistics (2011)

3 11. Other scientific or academic merits a) Examiner of PhD theses:  Wewer, Taina, 2014 Assessment of young learners’ English in bilingual content instruction CLIL (University of Turku, Finland; both as a pre-reader (esitarkastaja) and opponent (vastaväittäjä))  Joseph, Jenefer, 2017 Materials and methodology used in the secondary level ESL classroom under the uniform system of school education - a study in select schools in Tamil Nadu (Anna University, Chennai, India) (as an external reviewer of the manuscript)  Dunlop, Margaret, 2017 Maximizing feedback for language learning: English language learners’ attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment (OISE, University of Toronto, Canada) (as an external examiner of the manuscript and in the final oral examination)  Sukying, Apisak, 2017 The Relationship between Receptive and Productive Affix Knowledge and Vocabulary Size in an EFL Context (University of Sydney, Australia (as an external examiner of the manuscript)  Weiler, Theresa 2018 Investigating the construct tested through four item types used to assess lexicogrammatical competence in English as a foreign language (Lancaster University, UK, as an external examiner of the manuscript and in the viva) b) Memberships and positions of trust in scientific & scholarly societies and expert groups:

 Member of the Finnish National Agency of Education expert committee on the revision of the descriptions of the learning targets and assessment criteria at the end of compulsory education 2018- 21  Member of the TOEFL Committee of Examiners (Educational Testing Service, USA) 2009-14  Expert advisor to the European Commission on the First European Survey of Language Competences (2007-12)  EALTA (European Association for Language Testing and Assessment) Expert Member 2010 -  Chair of the expert committee for the Finnish National Board of Education’s 2012-13 study of educational achievement in foreign languages in the final year of the comprehensive school  Chair of the 2013 Jacqueline Ross TOEFL Dissertation Award selection committee (2012-13)  Chair of the 2012 International Language Testing Association's Best Article Award selection committee (2011-12), and member of the committee in 2010-11 and 2012-13  Member at large of the ILTA Executive Board (Intern. Language Testing Association) 2012-14  Co-chair of the 1996 Language Testing Research Colloquium, August 1996, Tampere, Finland.  Member of the Executive Committee of the SLATE (Second Language Acquisition and Language Testing in Europe) research network, since 2009  University of Jyväskylä representative in FIN-CLARIN (a national language research infrastructure consortium) since 2008  Chair of the 31st Summer School of Applied Language Studies, Jyväskylä, June 2013.  Member of the Executive Committee of Langnet, the national doctoral school for language studies, 2016-19  Member of the advisory board for the National Board of Education initiative on diversifying foreign language education in the comprehensive school, 2008-10  Member of the Faculty Senate, Faculty of Humanities, U. of Jyväskylä, 2002-08; 2014-17.  Member of the National Certificates examination board 2000-05; expert member since 2005  Member of the languages sub-committee and the English section of the Finnish Matriculation Examination Board 2016 -  Member of the advisory board for the Centre of Sign Language, University of Jyväskylä, since 2010  Member of the Board of AFinLA (Association Finlandaise de Linguistique Appliquée) 2001-2003; Member of AFinLA since 1993  Member of planning group for the test of Finnish for immigrants of Finnish descent, National Board of Education (2002) / Ministry of Labour (2003-2004)  Member of ILTA (International Language Testing Association) and EALTA (European Association for Language Testing and Assessment)

Editorial and referee / review work:

 Member of the Quality Review Group in the external review of the School of Modern Languages

4 and Applied Linguistics (University of Limerick, Ireland), 2017  Co-editor of Apples - Journal of Applied Language Studies since 2010  Reviewer of submissions for the following scientific journals:), Language Assessment Quarterly (since 2007), Language Testing (2000-01, 2010-16), The Modern Language Journal (2016), Language Teaching (2007-08), Reading in a Foreign Language (2011); Language Learning & Technology (2012-13); Canadian Modern Language Journal (2007), Language Learning (1996), Papers in Language Testing and Assessment (2016), Center for Educational Policy Studies Journal (2015), Scandinavian Journal of Educational Research (2015), Studia Anglica Posnaniensia (2016), Applied Linguistics (2019), International Journal of (2020),Studies in Second Language Acquisition (2020), Assessment in Education (2020), Journal of Applied Linguistics and Professional Practice (2020), Apples (since 2010); AFinLA Yearbooks (several occasions),  Reviewer of submissions for The Encyclopedia of Applied Linguistics (2010), for the Educational Testing Service’s research proposals and reports (2007/2012), for a book proposal to Cambridge University Press (2006), Pearson / Taylor & Francis (2012), Routledge (2012), Springer (2019), and Palgrave (2020).  Reviewer of conference abstracts for several language testing and language learning conferences  Reviewer of funding applications: European Survey of Language Competences (European Commission 2007); Estonian Research Council (2014), Nuffield Foundation, UK (2016)  Reviewer for academic promotion: Lancaster University (twice), University of Ljubljana (once).

Invited keynote and plenary presentations:

 Current and future developments in assessment for learning – What are their implications for learning and teaching of foreign languages? Invited keynote at16th International TELLSI Conference, Shiraz, Iran, November 14-16, 2018.  Intersections between second language acquisition and language testing research - Contributions from diagnostic assessment. Invited keynote talk at EUROSLA 26 Jyväskylä, Finland, August 24, 2016.  Diagnosing strengths and weaknesses in S/FL reading: What do SLA and Testing have to offer? J. Charles Alderson & Ari Huhta. Invited plenary talk at EUROSLA 20, Reggio Emilia, Italy, September 1-4, 2010.  Current trends and research in Foreign and Second Language. Invited plenary talk. EAAL 11th Annual Conference "Measurement of Language", 26.-27.4.2012, Tallinn, Estonia.  Approaches to diagnostic assessment of foreign language proficiency. Invited keynote presentation at the conference English as L2 at the Tertiary Level. Anna University, Chennai, India. June 28-29, 2012  Yes / No Vocabulary Size Placement Test in DIALANG - some research findings. Invited keynote presentation. ESRC Seminar: Testing and teaching vocabulary in a second language setting. University of Wales, Swansea, 8.-9.6.2006.

Scientific impact of research

My work on developing the theory and practice of diagnostic assessment of second/foreign language proficiency has had the biggest impact internationally. I have been involved in this area since mid-1990s. Since then, interest in diagnostic assessment has grown considerably not only in language testing but in applied linguistics generally. Indications of this are (1) the emergence of several new diagnostic language tests, and (2) the emergence of diagnostic testing as a regular theme in language testing conferences (e.g. as the main theme of the 2013 Language Testing Research Colloquium). As diagnostic assessment investigates strengths and especially weaknesses in learners’ language skills, it intersects L2 testing and acquisition research and also research on L1 learning and learning difficulties. I have over 100 publications, including over 30 refereed international articles or book chapters and two (co-authored) international books. My most cited publications are Luukka et al (2008, monograph) with 338 citations (incl. self-cit.), Alderson & Huhta (2005, 226 cit.) and Huhta (2008, 125 cit.). I have given over 100 presentations in national (over 20) and international (over 80) conferences, e.g, LTRC, EALTA, BAAL, AAAL, AILA, JLTA, EUROSLA, EuroCALL & TESOL. Seven invited international presentations (4 keynotes/plenaries). The topics include computer-based language assessment, language teachers’ needs in assessment training, linking assessments to the Common European Framework, using assessment to support language learning research, and diagnosing second/foreign language reading and writing.

I have also been the organiser / convener of colloquia at two international conferences: (1) Approaches to diagnostic assessment of language proficiency: differences and commonalities. R. Ableeva & A.Huhta (Colloquium organisers). AAAL 2012 Annual Conference. 24.-27.3.2012. Boston.

5 (2) Diagnosing reading in a second or foreign language - insights from a multi-method study of two different languages. A.Huhta (colloquium organiser). Language Testing Research Colloquium, 3.-5.7.2013, Seoul.

12b. Societal impact of research

The societal impact of my research is mostly related to (1) participation in societal preparatory and policy-related processes, (2) the production and distribution of research results and data, as well as science communication and popularization. Currently, I am regularly in touch with several civil servants from the Finnish National Agency for Education and members of the Matriculation Exam Board, and sometimes with civil servants from different Ministries because of joint working groups, advisory boards or funded projects, particularly in the area of language education and assessment.

(1) I have participated in several national and international language education policy-related processes. The international ones include (A) the European Commission’s European Survey of Language Competences (2007-12), which provided empirical data on achievement in foreign languages (mainly) among 9th graders in the EU countries for the Commission’ language education policy planning (e.g. for language benchmarks). (B) The EU funded network project that led to the establishment in 2004 of EALTA (European Association of Language Testing and Assessment) which aims to increase awareness of the principles of language assessment among all users of language assessment information (not only teachers but also policy makers and the general public). My involvement in national policy-related processes started in early 1990s with the design of a language test with the Employers’ union funding, and of the National Certificates (NC) language examination (in 1994), for which I was one of the key designers. The NC supports multilingualism by providing an opportunity to certify one’s language proficiency in 9 languages. The NC has an important role in Finland as its Finnish and Swedish tests are the most common ways for the applicants of the Finnish citizenship to prove their command of Finnish/Swedish (over 8 000 immigrants take the test yearly).

Other national policy-related processes I have been involved in include:  Membership in the expert advisory committee for the Finnish National Agency for Education for revising the descriptions of the learning targets and assessment criteria for this high-stakes, school-based final assessments at the end of compulsory schooling (2018-21)  Chairing the expert committee for the National Board of Education 2012-13 study of educational achievement in foreign languages in the final year of the comprehensive school (the study provided data for educational authorities for language education planning and curricula reforms)  Membership in the planning group for the test of Finnish for immigrants of Finnish descent, National Board of Education (2002) / Ministry of Economic Affairs and Employment (2003-4)  Member of the advisory board for the National Board of Education initiative on diversifying foreign language education in the comprehensive schools, 2008-10  Member of a planning group on the Finnish language requirements of health care professionals from outside the EU & ETA countries (2012-13; Ministry of Education and Culture)

(2) The production and distribution of research results and data. as well as science communication and popularization involves teaching in pre- and in-service teacher training courses and events, presenting research results in national (and international) conferences, and publishing research not only in scientific publications but also in journals aimed at e.g. practicing teachers (in Finnish). In addition, I have been interviewed several times by the media. Furthermore, I represent U. of Jyväskylä in FIN-CLARIN (the national language research infrastructure consortium) that aims to make language data available to the wider research community outside the projects that collected them. Finally, through my involvement in different advisory boards and groups I am able to reach a number of civil servants involved in national policy planning, as described above.

13. Positions of trust in society and other societal merits

I have been a member, expert or chair in several language education policy related working groups or projects in Finland, and also abroad, as listed under sections 11 and 12 above.

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