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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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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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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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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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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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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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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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Interpreting the effectiveness of academic English writing programmes in higher education: A meta-analysis

Oxford review of education, 2023-05, Vol.49 (3), p.281-300

2023

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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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Learners' needs analysis for English for academic purposes in ethiopian higher education institutions: The case of Wachemo University freshman students

Cogent Education, 2022-12, Vol.9 (1)

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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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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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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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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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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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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Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis

Language testing, 2022-04, Vol.39 (2), p.265-288

2022

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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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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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Website for Support Newcomers and Emergent Students in Learning and Developing English as a Second Language

Pulido, Yaqueline Novoa

2022

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ProQuest

Diagnostic Assessment of L2 Academic Writing Product, Process and Self-regulatory Strategy Use with a Comparative Dimension

Language assessment quarterly, 2022, Vol.19 (3), p.231-263

2022

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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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EFL Teachers’ Perceptions of Classroom Writing Assessment at High Schools in Central Vietnam

Theory and practice in language studies, 2021-10, Vol.11 (10), p.1187-1196

2021

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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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Exploration of Genre-Based Writing Instruction as a Pedagogical Approach to L2 Writing Classroom Assessment

Acar, Ahmet Serdar

2021

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

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

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

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

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

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

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

Interpreting the effectiveness of academic English writing programmes in higher education: A meta-analysis

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

Learners' needs analysis for English for academic purposes in ethiopian higher education institutions: The case of Wachemo University freshman students

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

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

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

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

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

Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis

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

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

Website for Support Newcomers and Emergent Students in Learning and Developing English as a Second Language

Diagnostic Assessment of L2 Academic Writing Product, Process and Self-regulatory Strategy Use with a Comparative Dimension

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

EFL Teachers’ Perceptions of Classroom Writing Assessment at High Schools in Central Vietnam

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

Exploration of Genre-Based Writing Instruction as a Pedagogical Approach to L2 Writing Classroom Assessment

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