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Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT

System (Linköping), 2021-07, Vol.99, p.102511, Article 102511

2021

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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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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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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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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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The Effects of International Accents and Shared First Language on Listening Comprehension Tests

TESOL quarterly, 2019-03, Vol.53 (1), p.56-81

2019

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Do experience and text quality matter for raters’ decision-making behaviors?

Language testing, 2020-07, Vol.37 (3), p.311-332

2020

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Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity

Language testing, 2011-01, Vol.28 (1), p.51-75

Barkaoui, Khaled

2011

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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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Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

Science education (Salem, Mass.), 2019-11, Vol.103 (6), p.1396-1422

2019

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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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How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program

Language testing, 2023-01, Vol.40 (1), p.153-179

2023

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Listening to learners: An investigation into college students’ attitudes towards the adoption of e‐portfolios in English assessment and learning

British journal of educational technology, 2017-11, Vol.48 (6), p.1451-1463

2017

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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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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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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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Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT

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

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

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

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

The Effects of International Accents and Shared First Language on Listening Comprehension Tests

Do experience and text quality matter for raters’ decision-making behaviors?

Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity

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

Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

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

How do raters learn to rate? Many-facet Rasch modeling of rater performance over the course of a rater certification program

Listening to learners: An investigation into college students’ attitudes towards the adoption of e‐portfolios in English assessment and learning

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

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

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

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