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Second language writing: Research insights for the classroom

Kroll, Barbara, Ed

1990

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Academic literacy and student diversity: the case for inclusive practice

Multilingual Matters, 2015, Vol.42

Wingate, Ursula

1, 2015

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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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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

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Formulaic Competence in College-Level Asian English Learner’s Argumentative Writing: Examining the Effects of Language Background and Topic

The Asia-Pacific education researcher, 2023-12, Vol.32 (6), p.793-803

2023

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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

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Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study

Language Testing in Asia, 2022-12, Vol.12 (1), p.1-24, Article 47

2022

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What ethical requirements should be considered in language classroom assessment? insights from high school students

Language Testing in Asia, 2023-12, Vol.13 (1), p.23-22, Article 23

2023

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Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners

Language Testing in Asia, 2023-12, Vol.13 (1), p.31-18, Article 31

2023

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Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives

Language teaching research : LTR, 2022-01, Vol.26 (1), p.60-78

2022

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Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Language Testing in Asia, 2023-12, Vol.13 (1), p.7-16, Article 7

2023

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Analysing the Needs of EFL/ESL Learners in Developing Academic Presentation Competence

RELC journal, 2021-12, Vol.52 (3), p.379-396

Mak, Sabina Ho-yan

2021

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Test takers' perspectives on an English language test in Iranian higher education: A washback study

Issues in educational research, 2020-01, Vol.30 (3), p.1058-1083

2020

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How sociocultural factors mediate washback effect: a study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4

Language Testing in Asia, 2023-12, Vol.13 (1), p.38-18, Article 38

Wong Katagiri, Nozomu

2023

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Development and validation of a rating scale for Iranian EFL academic writing assessment: a mixed-methods study

Language Testing in Asia, 2020-11, Vol.10 (1), p.1-21, Article 17

2020

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Examining classroom writing assessment literacy: a focus on in-service EFL teachers in Iran

Language Testing in Asia, 2022-05, Vol.12 (1), p.1-20, Article 12

2022

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Do school status and classroom English learning practices influence Chinese learners’ perceptions of a high-stakes English test?

Language Testing in Asia, 2022-12, Vol.12 (1), p.1-14, Article 28

Dong, Manxia

2022

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The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: a Vietnamese contextual study

Language Testing in Asia, 2023-12, Vol.13 (1), p.42-19, Article 42

2023

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Challenges and opportunities for spoken English learning and instruction brought by automated speech scoring in large-scale speaking tests: a mixed-method investigation into the washback of SpeechRater in TOEFL iBT

Asian-Pacific Journal of Second and Foreign Language Education, 2023-12, Vol.8 (1), p.25-23, Article 25

Gong, Kaixuan

2023

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Social Media Facilitated English Prewriting Activity Design and Evaluation

The Asia-Pacific education researcher, 2018-02, Vol.27 (1), p.33-42

2018

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Raters’ perceptions of rating scales criteria and its effect on the process and outcome of their rating

Language Testing in Asia, 2022-08, Vol.12 (1), p.1-19, Article 20

2022

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An Action Research on Computer-Mediated Communication (CMC) Peer Feedback in EFL Writing Context

The Asia-Pacific education researcher, 2018-06, Vol.27 (3), p.207-216

2018

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Using Public Exam Questions in Fishbowl Debate to Engage Exam-Oriented Students in Communicative Language Teaching

RELC journal, 2020-12, Vol.51 (3), p.440-447

Yung, Kevin Wai-Ho

2020

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‘Remark or retake’? A study of candidate performance in IELTS and perceptions towards test failure

Language Testing in Asia, 2019-10, Vol.9 (1), p.1-20, Article 17

Pearson, William S.

2019

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An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Language Testing in Asia, 2019-09, Vol.9 (1), p.1-20, Article 15

2019

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Second language writing: Research insights for the classroom

Academic literacy and student diversity: the case for inclusive practice

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

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

Formulaic Competence in College-Level Asian English Learner’s Argumentative Writing: Examining the Effects of Language Background and Topic

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

Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: a case study

What ethical requirements should be considered in language classroom assessment? insights from high school students

Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners

Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives

Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Analysing the Needs of EFL/ESL Learners in Developing Academic Presentation Competence

Test takers' perspectives on an English language test in Iranian higher education: A washback study

How sociocultural factors mediate washback effect: a study of the Hong Kong Diploma of Secondary Education Examination English Language Paper 4

Development and validation of a rating scale for Iranian EFL academic writing assessment: a mixed-methods study

Examining classroom writing assessment literacy: a focus on in-service EFL teachers in Iran

Do school status and classroom English learning practices influence Chinese learners’ perceptions of a high-stakes English test?

The effects of using analytical rubrics in peer and self-assessment on EFL students’ writing proficiency: a Vietnamese contextual study

Challenges and opportunities for spoken English learning and instruction brought by automated speech scoring in large-scale speaking tests: a mixed-method investigation into the washback of SpeechRater in TOEFL iBT

Social Media Facilitated English Prewriting Activity Design and Evaluation

Raters’ perceptions of rating scales criteria and its effect on the process and outcome of their rating

An Action Research on Computer-Mediated Communication (CMC) Peer Feedback in EFL Writing Context

Using Public Exam Questions in Fishbowl Debate to Engage Exam-Oriented Students in Communicative Language Teaching

‘Remark or retake’? A study of candidate performance in IELTS and perceptions towards test failure

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

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