Given the linguistically diverse nature of academic institutions in English-speaking contexts, a strong rationale exists for
the incorporation of L2 accents of English in academic listening assessment on the grounds of authenticity and construct representation.
However large-scale tests have tended to feature only native-speaker varieties in listening test input owing to concerns about
the intelligibility of L2 accents, construct validity and acceptability. This book presents a mixed-methods study designed
to address these concerns. Versions of the University Test of English as a Second Language (UTESL) featuring Australian English,
Japanese and Mandarin Chinese accented speakers were used to explore the potential for a shared-L1 or familiarity advantage,
and to investigate test-takers' attitudes towards L2 accents on a listening test. Implications are drawn for test development
and for future research.