I am a lecturer, researcher and academic leader in English language didactics, specialising in language assessment, certification and technology-enhanced learning in higher education.

I hold a PhD in language didactics (University of Lille, 2025), with a dissertation examining assessment practices in LANSAD contexts and the washback effects of certification frameworks such as the CEFR (2001; Companion Volume 2018) and the CLES. My research investigates how assessment shapes teaching practices, learner trajectories and language development within university settings.

Alongside my research activities, I serve as Director of DELANG at the University of Lille, where I coordinate large-scale language provision across disciplines and contribute to the design and implementation of assessment systems aligned with national and European frameworks.

My current work explores the relationships between language learning, assessment, cognition and educational technologies, with a growing interest in AI-mediated learning, mediation practices, learner autonomy and technology-enhanced assessment in higher education.

My research interests include:

• language assessment and certification (CEFR, CLES)
• washback and backwash effects
• action-oriented approaches to teaching and assessment
• mediation and evaluation (CEFR Companion Volume)
• AI-mediated learning and educational technologies
• data-informed approaches to learner progression and assessment design
• technology-enhanced language learning in higher education

I am actively involved in national and international professional and research networks in language education and assessment.

As Secretary General of the French Association of Language Teachers (APLV), I contribute to national discussions on language education, assessment and educational policy, while promoting dialogue between research and practice. I am also a member of international associations such as EALTA and ILTA, and participate in several research-oriented networks and Special Interest Groups.

My work aims to bridge research, policy and practice through the development of coherent, research-informed and innovative approaches to language assessment and learning in higher education.