Shahrzad Saif

• LNG-7057 Thèmes actuels en évaluation des langues secondes (2e/3e cycle)
• LNG-7058 Mesure et évaluation en langue seconde ou étrangère (2e/3e cycle)
• LNG-7004 Méthodologie de la recherche (quantitative, qualitative, mixte, études de corpus) (2e/3e cycle)
• LNG-7002 Méthodologie de recherche en didactique des langues (2e/3e cycle)
• ANG-1920 Introduction to Second Language Teaching Methods
• ANG-2924 ESL Testing and Evaluation
• ANG-3029 Action Research Writing Projects: TESL

Projets de recherche subventionnés

• 2026: Collaborateur (Avec Angel Arias (CP), Beverly Baker et Heike Neumann). Soumis. Connection Grants, CRSH,  9, 085 $. Language Testing Research Colloquium: Global to Local Language Assessment
• 2025-2026: chercheure principale, Université Laval (programme Appui à la recherche, à la création et à la recherche-création), 10,000$. L'impact d'enseignement intensif de l'anglais, langue seconde sur l'apprentissage des eleves au primaire
• 2024-2026: chercheure principale, Université Laval, 59 683$, Rationaliser le contenu pédagogique et les pratiques d’évaluation des cours d’anglais langue seconde à l’ÉLUL : Une perspective « Glocale ».
• 2015-2017: chercheure principale, Santé Canada, 40 000$, English language demands of the university nursing programs in Quebec and their relationship to nurses’ preparedness for the ‘Practice of the Profession’.
• 2011-2015: co-chercheure (avec CP Liying Cheng, Queens University, et co-chercheurs; Lynette May, Queensland University of Technology; et Hong Wang, Mount St-Vincent University); CRSH/SSHRC Partnership Development Grant, 200 005 $, Test preparation: Does it enhance test performance and English language proficiency?
• 2004-2008: chercheure principale; FQRSC Établissement de nouveaux professeurs chercheurs, 26 000$, L'effet de la combinaison d'un enseignement axé sur le contenu et d'une évaluation directe sur le développement de la compétence stratégique en rédaction en L2.
• 2002-2004: chercheure principale; Université Laval - BDR, Développement de la recherche en sciences humaines, 5 000$, The impact of direct tests on learning outcomes.

Projets de recherche externes

• 2023: Chercheur principale; Needs Assessment of Language Proficiency for Internationally-Educated Health Professionals, Health Canada.
• 2020-2023: Chercheur associée; Centre européen pour les langues vivantes du Conseil de l'Europe: Ressources pour l'évaluation des compétences en langues familiales des élèves migrants.
  • https://www.ecml.at/ECML-Programme/Programme2020-2023/RECOLANG/Commentpasser/tabid/5694/language/en-GB/Default.aspx
• 2017: Chercheur participant; Pearson Canada, Toronto, Standard Setting: Aligning Pearson Academic test scores to the Canadian Language Benchmarks.
• 2013: Chercheur participant; Educational Testing Services (ETS), États-Unis, TOEIC Standard - Setting study.
• 2012-2013: Chercheur participant; Centre Internationale d’Études Pédagogiques (CIEP), France, Définition des correspondances entre les NCLC et les scores de césure du Test de connaissance du français (TCF).
• 2011-2012: Centre for Canadian Language Benchmarks/Centre des Niveaux de compétence linguistique canadiens:
  • Membre du panel de validation des Canadian Language Benchmarks (CLB) et Niveaux de compétence linguistique canadiens (NCLC).
  • Membre du panel d’élaborations du Cadre Théorique Commun (PDF) CLB/NCLC.
  • Révision et validation de contenu du NCLC par rapport au Cadre Théorique Commun CLB/NCLC.

Projets de recherche non subventionnés

• 2011- : The language proficiency of International Teaching Assistants in Canadian universities.
• 2008-2011: Communication strategies in instructional contexts: The washback effect of a task-based test of spoken language on learners' use of communication strategies.

Appui à la recherche, à la création et à la recherche-création

• 2025 (volet mobilité): Conférence annuelle de l'Association canadienne pour l'évaluation des langues (CALA/ACÉL). Halifax, 3-4 octobre.
• 2025 (volet mobilité): Cinquième conférence annuelle de l'Association latino-américaine pour la mesure et l'évaluation des langues (LAALTA). Londrina (Brésil), 11-13 septembre.
• 2024 (volet mobilité): Language Assessment Research Conference. Provo, Utah, 11-13 April.
• 2023 (volet mobilité): Congrès international de l'universidad de Costa Rica et l'Association latino-américaine pour l'évaluation des langues. San José, Costa Rica - novembre 21-25) 

Subventions BDR (Développement de la recherche en sciences humaines/Collaboration de recherche), Université Laval

• 2022: 10th East Asia New Directions in Language Assessment Conference. Bali, Indonesia, décember 8-10.
• 2016: Congrès de l’Association pour l’évaluation des langues de l’Australie et de la Nouvelle-Zélande (ALTAANZ), Auckland University, novembre 2016.
• 2012: Congrès de l’Association pour l’évaluation des langues de l’Australie et de la Nouvelle-Zélande (ALTAANZ), University of Sydney, Novembre 2012.
• 2004: Congrès de l'Association canadienne de linguistique appliquée, University of Manitoba, Mai 2004.
• 2003: Congrès de l'Association canadienne de linguistique appliquée; Université Dalhousie, Halifax, 1er-4 juin 2003.
• 2003: TESL Canada/BC TEAL 2003 Conference (Theme: Connecting Communities: Inspirations and Aspirations) (Vancouver, B.C.), 13 au 15 novembre 2003.

Étudiants dirigés

Direction (Doctorat)

• Reza Monfared. Dynamic Assessment and EFL teachers: An investigation of teachers' perspectives and challenges (2025)
• Parisa Safaei. Investigating the role of interactive tasks in IELTS Academic writing tests and its impact on EFL candidates' preparation for study contexts (2023), avec la distinction au Tableau d’honneur de la Faculté des études supérieures et postdoctorales pour l’année 2023
• Faramarz Amin-Lari. The washback of IELTS on English language training activities: the case of Persian EFL learners
• Zahra Mahdavi. L'évaluation de compétences langagières axée sur les besoins académiques des programmes d'études supérieures: le cas des étudiants étrangers en Sciences et Génie dans les universités francophones (2016)
• Déogratias Nizonkiza. Modelling the teaching of collocations to improve the writing ability of ESL students: The role of Dynamic Assessment ​
• Romain Schmitt. Analyse de la validité et de l’impact du Test de certification en français écrit pour l’enseignement: le TECFÉE
• Salma Brini. The impact of The National Baccalaureate English Exam on high school teachers' preparation activities in Tunisia
• Jose Alejandro Fallas Godinez. Building a Validity Argument for an High-Stake AI-Powered English Diagnostic Test.
• Amir Reza Zamani.

Co-direction (Doctorat)

• Adeleh Sadat Mahdavi. Le rôle de la connaissance du vocabulaire, de la conscience syntaxique et de la conscience métacognitive dans la compréhension en lecture des textes académiques en français langue seconde chez des étudiants iraniens à l’Université Laval (2019)
• Sondes Hamdi. Metaphors of time in English and in Arabic: A comparative cognitive study (2008)

Direction (Maîtrise)

• Tomy Tremblay. L’analyse de l’examen d’admission secondaire du Programme d’Éducation Intermédiaire (PEI) en Termes de son But
• Schmitt, Romain. Analyse de la validité prédictive d'une épreuve standardisée de langue française chez des étudiants locuteurs natifs francophones inscrits dans des programmes de formation en enseignement: le cas du TFLM (2015)
• Liliana Garcia. L'impact d'un test de grand enjeu sur l'apprentissage et l'enseignement des langues: le cas de l'examen final de fin du programme d'Arts et Lettres au Cégep (2017, avec la distinction au Tableau d’honneur de la Faculté des études supérieures et postdoctorales pour l’année 2017)
• Dana Lewis. L'effet de «washback» des tests de langue: Une étude de l'influence du test de français du CXC sur des enseignants dans des écoles secondaires de Ste-Lucie (2006)

Membre du jury

• Melissa McLeod. Impact of English-Language testing on immigration, asylum and resettlement, and citizenship. (Thèse de doctorat, 2023)
• Rabab Ahmed Hashem. Fluent or non-fluent? That is the question: Uncovering the cognition of L2 learners whose L2 academic fluency exceeds their L2 everyday fluency. Macquarie University, Australia (Membre externe de thèse, 2015)
• Rouhollah Rezapour. Le Bilinguisme français-persan en Linguistique-didactique; Syntaxe et Sémantique. Université Paris-Sorbonne-IV, France (Membre externe de thèse, 2015)
• Jing Wang. A study of the role of the teacher factor in washback. McGill University (Membre externe de thèse, 2010).
• Sara Downs, Computer-mediated feedback in L2 writing classroom. (Thèse)
• Andrée Lepage. The contribution of lexical stress and vowel reduction to the intelligibility of the speech of French Canadian L2 learners of English. (Thèse, 2015)
• Terri-Ann Barrett. An analysis of the Language Needs of students entering the University of the West Indies. (Thèse, 2020)
• Ashrafiqin Ahmad. L’acquisition des déterminants en français langue maternelle chez les jeunes enfants au Québec. (Thèse)
• Olga Mireya Garcia Cortes. Teachers’ Perceptions and Use of Code-Switching in ESL Classes in Quebec elementary schools. (Thèse, 2016)
• Gisele Simoes. La formation des enseignants: Domaine secondaire l’apprentissage coopératif. (Thèse)
• Kenny Castillo. L’acquisition des distinctions modales dans des propositions complétives de prédicats épistémiques en espagnol par des apprenants francophones et des apprenants anglophones de niveaux intermédiaire, intermédiaire-supérieur et avancé (Mémoire)
• Shirley Vir. Collaborative Writing: A classroom-based study investigating ESL learners’ interactions in a Quebec public high school. (Mémoire)
• Christine Giguère. Child-to-child interaction and corrective feedback during a tandem chat exchange project. (Mémoire, 2015)
• Diethild Starkmeth. Teaching in a synchronous learning management system: A case study of ESL teachers and their students. (Mémoire, 2012)
• Marie-Pier Bilodeau. Talking it through: ESL high school students' interaction during a collaborative writing task. (Mémoire)
• Nathalie Gagné. Cooperative learning and oral interaction activities in an intensive ESL elementary classroom in Quebec. (Mémoire, 2009)
• Diane Brochu. Québec ESL high school teachers' conceptualization and implementation of interdisciplinary teaching practices: A sociocultural perspective. (Thèse, 2008)
• Cindy Pelletier. Séjour d’immersion en République Dominicaine par des élèves francophones de 5e secondaire: apprentissages en contexte de communication interculturelle. (Mémoire)
• Qian Qian Li. Analyse du TFS4 du point de vue de l’utilité du test. (Essai, 2015)
• Michael Jornlin. The Relationship Between L2 Fluency and Perceptions of Knowledgeability (Essai, 2014)
• Diane Poisson. Specifically Teaching Word Stress To French Canadian Adult Learners Of English As A Second Language Is A Vital Component Of An Esl Program. (Essai, 2013)
• Étienne Guay. Les échanges par courriel: Le travail en tandem. (Essai, 2007)
• Mohammad Rahimi. An Investigation into the Factors Affecting the Use of Language Learning Strategies by Iranian EFL Learners: A Causal Comparative Study, Department of Foreign Languages and Linguistics, Shiraz University (Iran). (Membre externe de thèse, 2004)
• Farideh Taherpour Kalantari. The role of literature in the language classroom. (Essai, 2003)
• Jacqueline Lay. Second Language Writing: Preparation for the Communications 12 Provincial Exam, Department of Curriculum and Instruction, Faculty of Education, University of Victoria. (Mémoire, 2001) 

Auxiliaires de recherche ( Programme d’appui à l’innovation pédagogique)

• Benjamin Côté
• Jose Alejandro Fallas Godinez
• Shawna Cyr

Auxiliaires de recherche (Santé Canada)

• Faramarz Amin-Lari
• Parisa Safaei
• Reza Monfared
• Déogratias Nizonkiza

Auxiliaires de recherche (subvention FRQSC)

• Faramarz Amin-Lari
• Diane Brochu
• Andy Van Drom

Auxiliaires de recherche (subvention CRSH)

• Parisa Safaei
• Zahra Mahdavi
• Mohammad Rahimi
• Adeleh Sadat Mahdavi
• Reza Monfared

Auxiliaires d’enseignement

• Jose Alejandro Fallas Godinez
• Salma Brini
• Amir Reza Zamani
• Romain Schmitt
• Reza Monfared
• Parisa Safaei
• Faramarz Amin-Lari
• Zahra Mahdavi
• Mark Lepitre
• Andy Van Drom
• Daniel Stoltzfus
• José Ramirez

• Schmitt, R., & Saif, S. En préparation. Analyse de la validité prédictive d’une épreuve de langue française chez des étudiants locuteurs natifs francophones  inscrits dans des programmes de formation en enseignement : Le cas du TFLM.
• Saif, S. À paraître, janvier 2026. Test use consequences and validity: An evolving relationship. In H. Nassaji & E. Kartchava (Eds.), Language Assessment in Second Language Learning and Teaching. Bloomsbury Publishing.
• Schmitt, R., Saif, S. & Côté, B. À paraître, décembre 2025. Online administration of a high stakes French test in an emergency context: A Narrative from a Language Center in Canada. Dans T. Clark & E. Bruce (Eds.), The Need for New Quality Standards for Language Testing in the Digital Age. Palgrave MacMillan.
• Schmitt, R., et Saif, S. 2022. L’utilisation du TFLM comme mesure de compétence langagière des candidats aux programmes de formation initiale en enseignement au Québec est-elle justifiée? Un argumentaire d’utilisation des évaluations. Dans N. Talbot et S. Eleuch (Eds.), L’évaluation des compétences: une pluralité de défis, Éditions JFD.
• Saif, S. 2021. High-Stakes Test Preparation in Iran: The Interplay of Pedagogy, Test Content, and Context. In B. Lanteigne, C. Coombe, & J. D. Brown (Eds.), Challenges in Language Testing Around the World: Insights for Language Test Users. Springer Education and Language (pp. 497-528).
• Saif, S., ElAtia, S (Eds.). 2020. Numéro spécial de la Revue canadienne de linguistique appliquée (thème: Niveaux de compétence linguistique canadiens pour la compétence langagière en français et en anglais: Impact, application et implication), 23(2).
• Saif, S., Ma, J., May, L., & Cheng, L. 2019. Complexity of test preparation across three contexts: Case studies from Australia, Iran and China. Assessment in Education: Principles, Policy, and Practice, 26(6), 1-18.
• Saif, S., & Rahimi, M., 2018. The Persian adaptation of Metalinguistic Ability Test N. 3 (MAT-3). Project carried out in collaboration with MATEL Project (Metalinguistic Awareness Tests in European Languages; 543277-LLP-1-2013-1-IT-KA2-KA2MP), www.pintomatel.com/follow-ups/
• Saif, S. 2017. Enhancing the English language content of university nursing programs in Quebec: Needs assessment, training and evaluation. Institute for Health and Social Policy. McGill’s Training and Retention of Health Professionals project.
• Saif, S. 2016. English language demands of the university nursing programs in Quebec and their relationship to nurses’ preparedness for the ‘Practice of the Profession’. Institute for Health and Social Policy. McGill’s Training and Retention of  Health Professionals project.
• Schmitt, R., & Saif, S. 2015. Test de Français Laval-Montreal: Does it measure what it should measure? TESL Canada Journal, Vol 32, Special Issue 9.
• Travail collectif. 2013.Theoretical Framework for the Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens. http://www.language.ca/documents/Theoretical_Framework_e-version.pdf . CCLB, Ottawa
• Travail collectif. 2012. Canadian Language Benchmarks: English as a Second Language for Adults. http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf. CCLB, Ottawa
• Saif, Shahrzad. 2012. The washback of a task-based test of spoken language on the development of International Teaching Assistants’ strategic competence. In G. Gorsuch (Ed.), Working Theories for Teaching Assistant and International Teaching Assistant Development. Stillwater, OK: New Forums Press (pp. 575-608).
• Saif, Shahrzad. 2012. On the need for a new model of language proficiency and its implications for language testing. Iranian Journal of Language Testing, 2(2), 120-126.
• Travail collectif. 2011. Niveaux de compétence linguistique canadiens Français langue seconde pour adultes. http://www.cic.gc.ca/francais/pdf/pub/competence-linguistique.pdf . CCLB, Ottawa.
• Rahimi, M., Riazi, A., and Saif, S. 2008. An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Canadian Journal of Applied Linguistics (CJAL), 11(2), 31-60.
• Saif, Shahrzad. 2006. Aiming for positive washback: A case study of International Teaching Assistants. Journal of Language Testing, 23 (1), 1-34.
• Saif, Shahrzad. 2002. A needs-based approach to the evaluation of ITA’s spoken language ability. Canadian Journal of Applied Linguistics (CJAL), 5, 145-167.
• Saif, Shahrzad. 2000. ITAs' spoken language needs: Implications for test development. Speak Out! Newsletter of the IATEFL Pronunciation Special Interest Group, No. 25, pp. 50-58.
• Saif, Shahrzad. 1999. Language Study Skills (2^nd Ed.). Tehran: Payam-e-Nour University Press
• Saif, Shahrzad. 1997. Interactional/ability authenticity and the development of a criterion referenced performance test for evaluating the oral proficiency of teaching assistants. Working Papers of the Linguistics Circle of the University of Victoria, Vol. 14, pp. 73-79.
• Yarmohammadi, L. and Saif, S. 1992. More on communicative strategies: Classification, resources, frequency and underlying processes. International Review of Applied Linguistics, Vol. 30, No. 3, pp. 223-32.

• Saif, S. & Schmitt, R. 2025. Developing a CEFR-Based framework for aligning the pedagogical content and assessment practices of ESL courses at a French university’s language center: A “Glocal” perspective. Cinquième conférence annuelle de l'Association latino-américaine pour la mesure et l'évaluation des langues (LAALTA),  Londrina (Brésil), 11-13 septembre.
• Saif, S. 2025. The language proficiency of migrant health professionals: Needs, training and assessment. The Langauge Assessment Research Conference, California, USA, 3-5 April.
• Saif, S. 2025. Assessing the language skills of migrant health professionals: Is standard-setting the answer? The conference of the Canadian Association for Language Assessment (CALA), Montréal, CA, 5 March.
• Saif, S. 2024. Assessing the language proficiency of internationally-graduated professionals: The intended vs. actual interpretations. 45th Annual Conference of the Language Testing Research Curriculum (LTRC), Innsbruck, Austria, 1-5 July.
• Saif, S. 2024. An Assessment Use Argument approach to the development of a domain-specific certification test. Language Assessment Research Conference (LARC), Utah, USA, 11-13 April.
• Schmitt, R., et Saif, S. 2023. Une analyse de la validité prédictive du test d'admission en français, TFLM. Congrès international de l'universidad de Costa Rica et l'Association latino-américaine pour l'évaluation des langues, San José, Costa Rica,  22-25 novembre.
• Saif, S. 2023. Foreign Professionals’ language proficiency assessment: The interplay of needs, policies, and consequences. Seminar on Proficiency Assessment in Foreign Languages, São José de Rio Preto, Brazil, 15-16 September.
• Saif, S. 2022. The Canadian national framework of reference: Potentials and Challenges. 10th East Asia New Directions in Language Assessment Conference. Bali, Indonesia, 9-10 December.
• Saif, S. 2022. The bi-directional impact between a high-stakes college exit test and the multilingual program linked to it. Language Assessment Research Conference, University of Chicago, Chicago, USA, 15-17 September.
• Saif, S. 2020. Évaluation en français langue seconde/étrangère. Série de webinaires de la semaine d’études en didactique de langue. Allameh Tabataba’i University, Téhéran, 14-17 Décembre.
• Saif, S. 2020. From Test Design to Washback: A Roadmap to Investigating Washback. Webinar series in Applied Linguistics, Allameh Tabataba’i University. Tehran, 7-10 December.
• Safaei, P., Saif, S. 2019. Investigating the interactiveness of IELTS academic writing tasks and their washback on EFL teachers’ test preparation practices. Presented at the 41st Annual Conference of the Language Testing Research Curriculum (LTRC), Atlanta, USA, 4-8 March 2019.
• ElAtia, S., Saif, S. 2019. Implication and challenges of a national framework for bilingual assessment in Canada. The 12th International Symposium on Bilingualism (ISB12), University of Alberta, Alberta, Canada. 23-28 June.
• Saif, S. 2019. EFL teachers' and students' perceptions of Highstakes test preparation. Presented at The 9th International Scientific Conference of the University of Holguin, Holguin, Cuba, 24-26 April 2019.
• Saif, S., Schmitt, R. 2019. L'évaluation formative en classe de langue: Que mesure-t-on? Presented at the 87e Congrès d’Association canadienne-française pour l’avancement des sciences (ACFAS), Université du Québec en Outaouais, Gatineau, 27-31 mai 2019.
• Schmitt, R., Saif, S. 2019. Analyse de la validité du TFLM comme mesure de compétence langagière des candidats à l’admission aux programmes de formation initiale en enseignement au Québec. Presented at the 87e Congrès d’Association canadienne-française pour l’avancement des sciences (ACFAS), Université du Québec en Outaouais, Gatineau, 27-31 mai 2019.
• Haghbayan, H., Saif, S., and Bayoumi, M. 2018. Temporal Trends in the Complexity of Novel Drug Nomenclature. Presented at the 30th Annual Higgins Day, St. Michael’s Hospital, University of Toronto. May 22, Toronto. (Winner of the best presentation award
• Saif, S. 2017. The Learning Outcomes of Test Preparation Courses and the Dynamics of the Test Centers. 39th Annual Conference of the Language Testing Research Curriculum (LTRC). July 17-21. Bogota, Colombia.
• Saif, S., Safaei, P., and Monfared, R. 2017. Aligning the English language content of Quebec undergraduate nursing programs with the linguistic needs of the prospective nurses in healthcare contexts. Second Science Colloquium: The Health of Canada’s official Language Minority Communities. February 27-28, Ottawa.
• Saif, S., and Mahdavi, Z. 2016. Language Needs of International Graduate Students Working as Teaching Assistants (ITAs) in Canadian Francophone Universities: Implications for Assessment. Conference of the Association for Language Testing of Australia and New Zealand (ALTAANZ). November 17-19. University of Auckland, Auckland, New Zealand.
• Schmitt, R., Saif, S. 2016. Investigating the predictive validity of a high-stakes French admission test. 38th Annual Conference of the Language Testing Research Curriculum (LTRC). June 20-24. Palermo, Italy.
• Safaei, P., Monfared, R., and Saif, S. 2016. The Preparedness of prospective nurses in Quebec for communication in English in healthcare contexts: The role of university nursing programs. Canadian Association of Language Assessment (CALA) Research Event. February 22. York University, Toronto, Canada.
• Saif, S. Cheng, L. and Rahimi, M. 2015. High Stakes test preparation programs and learning outcomes: A context-specific study of learners' performance on IELTS. Annual Conference of the Language Testing Research Curriculum (LTRC). March 17-20. Toronto, Canada.
• Schmitt, R., and Saif, S. 2015. When Language Admission Tests Measure Candidates’ L1: The Predictive Validity of a High-Stakes Admission Test for Quebec Teacher Training Programs. Annual Conference of the American Association of Applied Linguistics (AAAL). March 21-24. Toronto, Canada.
• Saif, S. 2015. Stakeholders’ perceptions of high-stakes test preparation in an EFL context. International Conference on Foreign Languages, Communication and Culture. April 27-29. University of Holguin, Holguin, Cuba.
• Saif, S., Ma, J., May, L., and Cheng, L. 2014. High-stakes test preparation across different contexts: Australia, China and Iran. Conference of the Association for Language Testing of Australia and New Zealand (ALTAANZ). November 27-29. University of Queensland, Brisbane, Australia.
• Saif, S. and Lewis, D. 2014. The washback effect of a high-stakes school-leaving exam on teachers’ practices. Annual Conference of the Canadian Association of Applied Linguistics. May 26-28. Brock University, St-Catharines, Canada.
• Mahdavi, Z., and Saif, S. 2013. L'évaluation de compétences langagières axée sur les besoins académiques des programmes d'études supérieures: le cas des étudiants étrangers en Sciences et Génie dans les universités francophones canadiennes. Congrès annuel de l'Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics. June 3-5. University of Victoria, Canada.
• Amin-Lari, F., and Saif, S. 2013. IELTS Preparation Courses in the EFL Context of Iran: a Washback Study. Annual Conference of the American Association of Applied Linguistics (AAAL). March 16-19. Dallas, Texas, EU.
• Lewis, D, and Saif, S. 2012. The Washback effect of the Caribbean Secondary Education Certificate French Exam on high-school teaching practices. Conference of the Association for Language Testing of Australia and New Zealand (ALTAANZ). November 8-10. University of Sydney, Sydney, Australia.
• Saif, Shahrzad. 2012. Symposium: Current validity issues in second/foreign language assessment. Annual Conference of the Canadian Society for the Study of Education. May 27-30. Wilfrid Laurier University, Waterloo, Canada.
• Saif, Shahrzad. 2012. Communication strategies: ESL learners’ use of interactional strategies for getting the message across in an assessment context. VIII International Conference on Foreign Languages, Communication and Culture. April 25-27. University of Holguin, Holguin, Cuba.
• Rosenberg, R., Saif, S. 2010. Computer-based Concept Mapping for Second Language Reading Comprehension: A Design-based research study. CMC 2010: 4th International Conference on Concept Mapping. Vina del Mar, Chile. October, 5-7.
• Saif, Shahrzad. 2009. Students’ perceptions of their use of writing strategies in content-based writing courses. Canadian Association of Applied Linguistics conference. May 27-29. Ottawa, Canada.
• Saif, Shahrzad. 2009. Content-based writing instruction: An assessment-based approach. Fifth Annual Research Symposium of the Center for Intercultural Language Studies, University of British Columbia. May 15th. Vancouver, Canada.
• Saif, Shahrzad. 2009. Content-based language courses and strategy training. Presented at TESOL Arabia conference. March 12-14. Dubai, UAE.
• Saif, Shahrzad. 2008. Adjunct writing courses: The effect of integrating content and language on the development of learners’ use of communicative strategies. Presented in Language Issues in English-medium Universities: A Global Concern Conference. June 18-20. Hong Kong, China.
• Saif, Shahrzad. 2008. Content-Based instruction and the development of the strategic competence. Presented in the Conference of the Canadian Association of Applied Linguistics. June 4-6. Vancouver, Canada.
• Saif, Shahrzad. 2006. Communication strategies in instructional contexts: The washback effect of a task-based test of spoken language on learners’ use of communication strategies. Presented at the American Association of Applied Linguistics (AAAL) Conference. June 17-21. Montreal, Canada.
• Rahimi, M, Riazi, M, and Saif, S. 2004. Factors Affecting the Use of Language Learning Strategies by EFL Learners: A Causal Comparative Study of Persian Learners. Paper presented at the CAAL Conference, May 2004. Manitoba, Canada.
• Saif, Shahrzad. 2003. Direct Performance Testing and the Development of Communication Strategies. Paper presented at the TESL Canada/BC TEAL Conference. November 13-15. Vancouver, Canada.
• Saif, Shahrzad. 2003. Aiming for positive test washback: A case study of International Teaching Assistants in Canada. Presented at the Canadian Association of Applied Linguistics Conference. June 1-4. Halifax, Canada.
• Saif, Shahrzad. 2002. The Impact of Direct Tests on Students’ Learning. Canadian Association of Applied Linguistics Conference. May, 2002. Toronto, Canada.
• Saif, Shahrzad. 2001. Investigating test washback: A conceptual framework. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Feb. 24-27. St. Louis, U.S.A.
• Saif, Shahrzad. 2000. A needs-based approach to the evaluation of ITAs' spoken language ability. Paper presented at the Second Annual Conference of MidWest Association of Language Testers (MwALT). May 19-20. University of Iowa, USA.
• Saif, Shahrzad. 1997. Performance testing and ITA training. Paper presented at the TESL Canada/B.C. TEAL Conference. November 7-9. University of Victoria, Canada.
• Saif, Shahrzad. 1996. Language issues affecting international students. Symposium presented at the 34th Annual Meeting of Canadian Association for Graduate Studies (CAGS). Oct. 30-Nov.2. Calgary, Canada.
   

Communications, symposiums et ateliers invités
 

• Saif, S. 2025. Teachers as agents of research-informed classroom assessment: Strengthening language teachers’ research- and assessment-literacy. TESL Ontario 2025 Research Symposium: Bridging Research and Practice. 19 novembre 2025.
• Neumann, H., Saif, S., Jang, E., et Baker, B. 2025. Table ronde: L'État de l'évaluatioin des langues au Canada: Passé, Présent, et Avenir. Conférence Annuelle de l'Association Canadienne pour l’Évaluation des Langues, Halifax, Canada, 2-3 octobre.
• Saif, S. 2021. Test Impact: The Effects of High Stakes Testing and Classroom Assessment   on Learning Outcomes. Keynote speech presented at the Inaugural Conference of the English Language Testing Society (ELTS). October 15-16.
• Saif, S. 2019. Targeted Test Preparation in High Stakes Contexts. Keynote speech presented in The Annual Symposium of the Canadian Association of Language Assessment (CALA). April 4^th. Toronto.
• Schmitt, R., and Saif, S. 2017. Comment offrir un QCM valide à mes étudiants? Professional Development Workshop for Language Teachers. October 11. CEGEP Limoilou, Quebec.
• Saif, Shahrzad. 2016. Washback by design: Definition, Theory, and Methodology. Department of Languages, Literature and Linguistics, Shiraz University. December 26. Shiraz, Iran
• Saif, Shahrzad. 2014. The impact of a high-stakes test of spoken language on learners’ use of oral production and comprehension strategies. Keynote speech, (Phonetic) Building Blocks of Speech Conference in honor of Professor John Esling. September 18-20. University of Victoria, Canada.
• Saif, Shahrzad. 2013. The language proficiency of International Teaching Assistants in Canadian Universities: training, assessment, and screening. Invited Symposium, Annual Conference of the Canadian Association of Applied Linguistics. June 3-5. University of Victoria, Canada.
• Saif, Shahrzad. 2009. High-stakes tests’ impact on language on language training programs: A case of foreign graduate students. Center for Intercultural Language Studies, University of British Columbia. April 23^rd. Vancouver, Canada.
• Saif, Shahrzad. October 2009. Course objectives: The cornerstone of evaluation in language institutes. École des langues d’Université Laval. Université Laval, Québec.
• Saif, Shahrzad. October 2003. Classroom Test Development. École de langues, Université Laval. Québec.
• Saif, Shahrzad. December 2000. Writing Second Language Tests. English Language Centre. University of Victoria, Victoria.

Formation

• 2000: Ph. D., Département de linguistique, Université de Victoria, Canada

Participation professionnelle externe

- Membre , comité d'organisation, 47e colloque annuel de recherche sur l’évaluation de langue (LTRC), Montréal, 2-6 juin 2026.

- Membre, Groupe consultatif sur la formation linguistique pour les immigrants, IRCC/ The Newcomer Language Advisory Body (NLAB) / (2022-2026)

- Présidente, l'Association Canadienne pour l'évaluation des langues /Canadian Association of Language Assessment (CALA/ACÉL) (2021-2023)

- Membre, Comité de Selection, Vanier Canada Graduate Scholarship competition (2022-2023)

- Vice-Présidente, l'Association Canadienne pour l'évaluation des langues (2019-2021)

- Membre, Conseil d’administration, Centre des niveaux de compétence linguistique canadiens/Centre for Canadian language benchmarks (CCLB/CNCLC) (2016-2022)

- Membre, comité consultatif CELBAN (Canadian English Language Benchmark Assessment for Nurses) (2019-2022)

- Rédactrice, Bulletin d'information, l’Association internationale pour l'évaluation de langue (2019-2023)

-Membre, Comité d'évaluation des demandes de subvention du CRSH

-Directrice, Comité de recherche, Centre des niveaux de compétence linguistique canadiens (2017-2019)

Évaluatrice des revues académiques

-Language Testing Journal

-Language Assessment Quarterly

-Assessment in Education: Principle, Policy and Practice

-Language Teaching Research

-The Canadian Modern Language Review

-Canadian Journal of Applied Linguistics

-TESL Canada Journal

-McGill Journal of Education

-Iranian Journal of Language Testing

Évaluatrice de résumés pour des conférences nationales et internationales :

-Language Testing Research Colloquium (LTRC)

-Canadian Association of Applied Linguistics (CAAL/ACLA) conference

-Canadian Society for the Study of Education (CSSE) conference

Associations scientifiques

-Canadian Association of Language Assessment (Présidente et Membre fondateure)

-American Association of Applied Linguistics (AAAL)

-Canadian Association of Applied Linguistics (CAAL)

-International Language Testing Association (ILTA)

-TESL Canada

-Midwest Association of Language Testers (MwALT)

-Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)

-Canadian Society for the Study of Education (CSSE)

Responsabilités administratives

2024-2028       Directrice, Baccalauréat en enseignement de l’anglais langue seconde

2011-2015       Membre, comité de programme 2e/3e cycles

2002-2010       Coordinator, cours de rédaction académique (Content-Based Writing I & II: TESL) 

2003-2004       Directrice, Programme d’Études anglaises

2003-2024       Membre du comité de programme (B-ALS, B-LLA)