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English Language Assessment and the Chinese Learner
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  • 2009Current Issues in English Language Teacher‐Based Assessment239 cited
  • 2014Language assessment training in Hong Kong: Implications for language assessment literacy226 cited
  • 2011Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects174 cited
  • 2012Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study162 cited
  • 2015Teachers’ Grading Decision Making: Multiple Influencing Factors and Methods139 cited
  • 2013Parental factors and early English education as a foreign language: a case study in Mainland China127 cited
  • 2013Motivation and Test Anxiety in Test Performance Across Three Testing Contexts: The CAEL , CET , and GEPT82 cited
  • 2018The examination system in Bangladesh and its impact: on curriculum, students, teachers and society65 cited
  • 2022A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach65 cited
  • 2014Language management in the People's Republic of China60 cited
  • 2021English language assessment in Bangladesh today: principles, practices, and problems58 cited
  • 2017Communicative and Task-Based Language Teaching in the Asia-Pacific Region56 cited
  • 2012

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GEPT and English Language Teaching and Testing in Taiwan
49 cited
  • 2018Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts47 cited
  • 2015Do component weighting and testing method affect time management and approaches to test preparation? A study on the washback mechanism44 cited
  • 2010The Washback of the General English Proficiency Test on University Policies: A Taiwan Case Study43 cited