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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, 2023-09, Vol.13 (1), p.1-19, 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, 2023-08, Vol.8 (1), p.1-23, Article 25

Gong, Kaixuan

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, 2023-08, Vol.13 (1), p.1-18, Article 38

Wong Katagiri, Nozomu

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, 2023-06, Vol.13 (1), p.1-18, Article 31

2023

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

Language Testing in Asia, 2023-06, Vol.13 (1), p.1-22, Article 23

2023

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

Language Testing in Asia, 2023-02, Vol.13 (1), p.1-16, Article 7

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

Language Testing in Asia, 2022-10, Vol.12 (1), p.1-24, Article 47

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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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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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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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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From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE open, 2021-01, Vol.11 (1), p.215824402110071

Alharthi, Saleh

2021

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The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students

Polish psychological bulletin, 2020-12, Vol.51 (3), p.226

2020

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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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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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Investigating Target Tasks, Task Phases, and Indigenous Criteria for Military Aviation English Assessment

Language assessment quarterly, 2020-08, Vol.17 (4), p.337-361

Park, Moonyoung

2020

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An investigation of novice ESL writers’ cognitive processes and strategy use of paraphrasing

Language Testing in Asia, 2020-08, Vol.10 (1), p.1-26, Article 9

Di Zhang, Emily

2020

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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

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

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

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

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

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

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

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

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

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

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

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

From Instructed Writing to Free-Writing: A Study of EFL Learners

The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students

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

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

Investigating Target Tasks, Task Phases, and Indigenous Criteria for Military Aviation English Assessment

An investigation of novice ESL writers’ cognitive processes and strategy use of paraphrasing

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