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Voice and transformative learning: A study of critical reflection and rational discourse in the transformative learning experience of economically disadvantaged women

Hamp, Jacqueline Marie

2006

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ProQuest

Academic literacy and student diversity: the case for inclusive practice

Multilingual Matters, 2015, Vol.42

Wingate, Ursula

1, 2015

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Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

Educational technology research and development, 2017-04, Vol.65 (2), p.359-380

2017

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Getting skills right: Australia

Getting Skills Right, 2018

OECD

2018

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Getting skills right: Spain

Getting Skills Right, 2017

OECD

2017

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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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Augmented reality as multimedia: the case for situated vocabulary learning

Research and practice in technology enhanced learning, 2016-01, Vol.11 (1), p.4-4, Article 4

2016

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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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Toward a better understanding of skill integration in integrated writing: a structural equation modeling study of EFL secondary learners’ test performance

Reading & writing, 2023-12, Vol.36 (10), p.2739-2762

2023

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The Effectiveness of Second Language Strategy Instruction: A Meta-analysis

Language learning, 2011-12, Vol.61 (4), p.993-1038

Plonsky, Luke

2011

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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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What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum

Reading & writing, 2022-09, Vol.35 (7), p.1497-1523

2022

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The affectability of writing assessment scores: a G-theory analysis of rater, task, and scoring method contribution

Language Testing in Asia, 2021-10, Vol.11 (1), p.1-27, Article 30

Khodi, Ali

2021

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The Effects of Mediation Tools on Online Collaborative and Individual Writing

The Asia-Pacific education researcher, 2023-02, Vol.32 (1), p.65-78

Lin, Meng-Ying Daphne

2023

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Examining consistency among different rubrics for assessing writing

Language Testing in Asia, 2020-09, Vol.10 (1), p.1-25, Article 12

2020

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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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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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Motivation and Test Anxiety in Test Performance Across Three Testing Contexts: The CAEL, CET, and GEPT

TESOL quarterly, 2014-06, Vol.48 (2), p.300-330

2014

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Early writing skills of English Language Learners (ELLs) and Native English Speakers (NESs): examining predictors of contextualized spelling, writing fluency, and writing quality

Reading & writing, 2022-05, Vol.35 (5), p.1177-1200

2022

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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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Response to written commentary in preparation for high-stakes second language writing assessment

Asian-Pacific Journal of Second and Foreign Language Education, 2022-12, Vol.7 (1), p.1-18, Article 19

Pearson, William S.

2022

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The development of college English teachers’ pedagogical content knowledge (PCK): from General English to English for Academic Purposes

Asia Pacific Education Review, 2021, 22(4), 72, pp.609-621

2021

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Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer

Instructional science, 2019-02, Vol.47 (1), p.19-37

2019

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The impact of second language proficiency in dyadic peer feedback

Language teaching research : LTR, 2016-07, Vol.20 (4), p.498-513

2016

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Developing a scoring rubric for L2 summary writing: a hybrid approach combining analytic and holistic assessment

Language Testing in Asia, 2019-07, Vol.9 (1), p.1-22, Article 13

2019

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Voice and transformative learning: A study of critical reflection and rational discourse in the transformative learning experience of economically disadvantaged women

Academic literacy and student diversity: the case for inclusive practice

Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics

Getting skills right: Australia

Getting skills right: Spain

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

Augmented reality as multimedia: the case for situated vocabulary learning

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

Toward a better understanding of skill integration in integrated writing: a structural equation modeling study of EFL secondary learners’ test performance

The Effectiveness of Second Language Strategy Instruction: A Meta-analysis

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

What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum

The affectability of writing assessment scores: a G-theory analysis of rater, task, and scoring method contribution

The Effects of Mediation Tools on Online Collaborative and Individual Writing

Examining consistency among different rubrics for assessing writing

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

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

Motivation and Test Anxiety in Test Performance Across Three Testing Contexts: The CAEL, CET, and GEPT

Early writing skills of English Language Learners (ELLs) and Native English Speakers (NESs): examining predictors of contextualized spelling, writing fluency, and writing quality

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

Response to written commentary in preparation for high-stakes second language writing assessment

The development of college English teachers’ pedagogical content knowledge (PCK): from General English to English for Academic Purposes

Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer

The impact of second language proficiency in dyadic peer feedback

Developing a scoring rubric for L2 summary writing: a hybrid approach combining analytic and holistic assessment

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