TOEFL® Grant and Award Recipients

 

Listed below are past grantees and award recipients. For past recipients from more than 5 years ago, view Past TOEFL® Grant and Award Recipients (PDF).
 

Year Recipients Academic Institution Country
2023

Linda Nepivodova
Simona Kalova

Masaryk University Czech Republic
2023

Yulia Cherdantseva

University of Franche-Comté Bourgogne France
2023

Art Tsang

The Chinese University of Hong Kong Hong Kong
2023 Janar Abuova AKFA University Uzbekistan
2022 Oluyemisi Adebola Oladejo Itolu Community High School Nigeria
2022 Paul Murphy
Joseph Serrani
Alexander Nanni
Mahidol University International College Thailand
2022 Alper Sahin Atilim Universitesi Turkey
2020 Nuria de Salvador de Arana Institut Joanot Martorell Spain
2020 Valentin Uwizeyimana University of Rwanda College of Education Rwanda
2019 Xue Jin University of Science and Technology, Beijing China

Year Recipient Academic Institution
2023 Maria Treadaway University of Auckland
2022 Daniel R. Isbell Michigan State University
2022 Scott E. Grapin New York University
2020 Senyung Lee Indiana University
2019 Saerhim Oh Teachers College, Columbia University

Year Recipient Affiliation
2023 Jennifer Randall University of Michigan
2022 Peter Skehan Institute of Education, University College London
2021 Glenn Fulcher University of Leicester
2019 Joan L. Herman UCLA CRESST

Year Recipients Academic Institution Title
2023 Daniel Isbell
Dustin Crowther
University of Hawai’i Extending TOEFL Essentials Test Scores to Academic Speaking:
Investigating Test Taker Performance in the Target Language Use Domain 
2023 Megan Montee
Francesca Di Silvio
Elyssa Sun
Center for Applied Linguistics The TOEFL Teaching Framework in China: Effective Application in EAP Courses
2022 Anthony Green University of Bedfordshire Relationship between TOEFL iBT and Academic Writing Practices in English-Medium Universities in South Asia: Case studies from Bangladesh, India and Nepal
Ram Ashish Giri Monash University  
Agnes Kukulska-Hulme The Open University  
Amol Padwad Dr. B. R. Ambedkar University  
Rubina Khan University of Dhaka  
Saraswati Dawadi The Open University  
2022 Xun Yan University of Illinois at Urbana-Champaign Comparing the perception and use of the TOEFL iBT Standard, iBT Home, and Essentials for higher education admissions: Evidence of concurrent and predictive validity
Rurik Tywoniw University of Illinois at Urbana-Champaign  
2021 Nahal Khabbazbashi
Parvaneh Tavakoli
Edgard Emmanuell Garcia Ponce
University of Bedfordshire, United Kingdom
University of Reading, United Kingdom
University of Guanajuato, Mexico
A Longitudinal Examination of English Language Improvement in a Mexican Higher Education Context using TOEFL ITP
2020 Sara T. Cushing Georgia State University, United States The Use of TOEFL in Admissions Decisions: Stakeholder Perceptions
2020 Ron Martinez Universidade Federal do Paraná, Brazil Exploring Proficiency Thresholds in EMI
2019 Rob Schoonen Radboud University, The Netherlands The Predictive Validity of TOEFL-iBT in a Non-English Speaking Context: The Case of the Netherlands

Year Recipient Academic Institution
2023 Benjamin Kremmel University of Innsbruck
2023 Kristopher Kyle University of Oregon
2022 Xun Yan University of Illinois at Urbana-Champaign

Year Recipients Academic Institution
2023 Ananda Astrini Muhammad Iowa State University
Camilo Ramos Gálvez Lancaster University
Ping-Lin Chuang University of Illinois at Urbana-Champaign
2021 Susanne DeVore University of Hawai'I at Mānoa
Yi (Laura) Tan Georgia State University
2019 Stephanie Calo University of Florida
Shi Chen Northern Arizona University
Jean Young Chun Indiana University
David Wei Dai The University of Melbourne
Wenjun Ding University of Bristol
Myriam Silani Iliovits Lancaster University
Phuc Diem Le University of Queensland
Xuelian Li Guangdong University
Jia Lin University of North Carolina
Tamanna Mostafa Georgia State University
Amir Rezaei York University, Toronto
  Yangting Wang University of Texas

Year Recipients Academic Institution Title
2023 Monique Yoder Michigan State University How parents of young learner ELLs interpret and use their child’s standardized test score reports: Perspectives from parent stakeholders

2020

Wenjun Ding University of Bristol, United Kingdom Exploring Cognitive Validity of Casual Explanation Speaking Tasks for Young EFL Learners in China

2020

Myoungjin Kim Seoul National University, South Korea Orthographic and Phonological Vocabulary Sizes of Young Exploring Cognitive Validity of Casual Explanation Speaking Tasks for Young EFL Learners in China EFL Learners and Their Influence on Listening and Speaking Performance in TOEFL Junior Standard Test
2019 Analynn Bustamante Georgia State University, United States Middle School Teachers' Language Assessment Literacy
2019 JinSoo Choi Michigan State University, United States Validating the Cognitive Process of EFL Young Learners: TOEFL® Junior™ Speaking
2019 Bronson Hui Michigan State University, United States Supporting Young Learners through Reading aloud Test Items in Listening Assessment: Cognitive Processes, Perceived Item Comprehension, and Actual Performance

Year Recipients Academic Institution Title
2023 Okim Kang Northern Arizona University Young Learners’ Score Gains in the TOEFL Primary Tests and their English-Language Progressions in Various Contexts
2020 Benjamin Kremmel University of Innsbruck, Austria Does self-pacing in the TOEFL Junior Listening Test have an impact on the validity and accessibility of the test for candidates with different first language literacy profiles?

Year Recipient Country
2022 Burcin Kagitci Yildiz Turkey
2022 Jirina Karasova Czech Republic
2022 Toni McLaughlan United Arab Emirates
2021 Andres Villalba Argentina
2021 Ijobat Juraeva Uzbekistan
2020 Michelle Cowans Australia
2020 Ceren Kocaman Turkey
2020 Suzie Ryu Korea
2019 Thu Nguyen Australia
2019 Salome Villa Larenas Chile
2019 Marijana Macis United Kingdom
2019 Yoke Sim Fong Singapore