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Understanding Successful and Unsuccessful EFL Students in Chinese Universities

The Modern language journal (Boulder, Colo.), 2004-06, Vol.88 (2), p.229-244

2004

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Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

Applied linguistics, 2009-09, Vol.30 (3), p.315-334

2009

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A new test for China? Stages in the development of an assessment for professional purposes

Assessment in education : principles, policy & practice, 2015-10, Vol.22 (4), p.397-426

2015

Volltextzugriff (PDF)

EAP: issues and directions

Journal of English for academic purposes, 2002, Vol.1 (1), p.1-12

2002

Volltextzugriff (PDF)

Principles for Large-Scale Classroom-Based Teacher Assessment of English Learners' Language: An Initial Framework from School-Based Assessment in Hong Kong

TESOL quarterly, 2009-09, Vol.43 (3), p.524

Hamp-Lyons, Liz

2009

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The Englishes of English tests: bias revisited

World Englishes, 2008-02, Vol.27 (1), p.26-39

2008

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Progress assessment in Chinese distance education: the voices of learners

Open learning, 2006-06, Vol.21 (2), p.111-123

2006

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Developing a level-specific checklist for assessing EFL writing

Language testing, 2021-01, Vol.38 (1), p.86-105

Lukácsi, Zoltán

2021

Volltextzugriff (PDF)

Second language writing: Research insights for the classroom

Kroll, Barbara, Ed

1990

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Deliberate false provisions: The use and usefulness of models in learning academic writing

Journal of second language writing, 2010-03, Vol.19 (1), p.33-48

Macbeth, Karen P.

2010

Volltextzugriff (PDF)

Washback of an oral assessment system in the EFL classroom

Language testing, 2010-01, Vol.27 (1), p.33-49

2010

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Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications

Journal of second language writing, 2003-08, Vol.12 (3), p.245-265

2003

Volltextzugriff (PDF)

“The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents

TESOL quarterly, 2022-12, Vol.56 (4), p.1486-1503

Noori, Mahdieh

2022

Volltextzugriff (PDF)

Score generalizability of academic writing tasks: Does one test method fit it all?

Language testing, 2009-10, Vol.26 (4), p.507-531

Gebril, Atta

2009

Volltextzugriff (PDF)

Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom

Studies in higher education (Dorchester-on-Thames), 2016-11, Vol.41 (11), p.1900-1917

Lam, Ricky

2016

Volltextzugriff (PDF)

Practical implications of a constructivist approach to EFL teaching in a higher education context

Journal of university teaching & learning practice, 2013-01, Vol.10 (2)

Iglesias Xamani, Montserrat

2013

Volltextzugriff (PDF)

Promoting self-regulated learning through portfolio assessment: testimony and recommendations

Assessment and evaluation in higher education, 2014-01, Vol.39 (6), p.699-714

Lam, Ricky

2014

Volltextzugriff (PDF)

Writing portfolio assessment in practice: individual, institutional, and systemic issues

Pedagogies (Mahwah, N.J.), 2020-07, Vol.15 (3), p.169-182

Lam, Ricky

2020

Volltextzugriff (PDF)

Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement

Language Testing in Asia, 2022-03, Vol.12 (1), p.1-19, Article 7

2022

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Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production

Discourse processes, 2018-11, Vol.55 (8), p.726-742

2018

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Composition Studies and ESL Writing: A Disciplinary Division of Labor

College composition and communication, 1999-06, Vol.50 (4), p.699-721

Matsuda, Paul Kei

1999

Volltextzugriff (PDF)

Effects of portfolio-based assessment on EFL students' conceptions and approaches to writing

Cogent Education, 2023-12, Vol.10 (1)

2023

Volltextzugriff (PDF)

Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study

Journal of computer assisted learning, 2022-12, Vol.38 (6), p.1730-1751

2022

Volltextzugriff (PDF)

The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language

Reading & writing, 2020-02, Vol.33 (2), p.451-483

2020

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Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA): challenges and prospects in focus

Language Testing in Asia, 2022-12, Vol.12 (1), p.1-18, Article 55

2022

Volltextzugriff (PDF)

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Understanding Successful and Unsuccessful EFL Students in Chinese Universities

Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

A new test for China? Stages in the development of an assessment for professional purposes

EAP: issues and directions

Principles for Large-Scale Classroom-Based Teacher Assessment of English Learners' Language: An Initial Framework from School-Based Assessment in Hong Kong

The Englishes of English tests: bias revisited

Progress assessment in Chinese distance education: the voices of learners

Developing a level-specific checklist for assessing EFL writing

Second language writing: Research insights for the classroom

Deliberate false provisions: The use and usefulness of models in learning academic writing

Washback of an oral assessment system in the EFL classroom

Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications

“The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents

Score generalizability of academic writing tasks: Does one test method fit it all?

Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom

Practical implications of a constructivist approach to EFL teaching in a higher education context

Promoting self-regulated learning through portfolio assessment: testimony and recommendations

Writing portfolio assessment in practice: individual, institutional, and systemic issues

Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement

Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production

Composition Studies and ESL Writing: A Disciplinary Division of Labor

Effects of portfolio-based assessment on EFL students' conceptions and approaches to writing

Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study

The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language

Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA): challenges and prospects in focus

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