Wallace, M.P., & Lin, J. (2024). Examining EFL motivation during online learning. Asian Journal of Applied Linguistics, 8(1), 15-31.

Wallace, M.P., & Wen, Z.E. (2024). Listening and cognitive individual differences. In E. Batty and E. Wagner (Eds.) Routledge Handbook of Second Language Acquisition and Listening (pp. 55-68). Routledge.

Weng, F., Zhao, C. G., & Chen, S. (2024). Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy. Assessing Writing, 61, 1-13. https://doi.org/10.1016/j.asw.2024.100874

Wu, J., Zhao, C. G., Lu, X., & Jin, T. (2024). A rhetorical function and phraseological analysis of commentaries on visuals. English for Specific Purposes, 73, 33-45. https://doi.org/10.1016/j.esp.2023.09.001

Ye, S.X., Wallace, M.P., Dong, C.J., Shi, L.X., & Yang, B.Y. (2024). Translanguaged practice in listening assessment: L1 vs. L2 responses in recall tasks. Journal of Multilingual and Multicultural Development, 1-15. https://doi.org/10.1080/01434632.2024.2385719

Zhao, C. G., & Wu, J. (2024). Voice and voicing strategies across native and second language writing: Extending the interactional metadiscourse framework. Applied Linguistics, https://doi.org/10.1093/applin/amae021

Zhao, C. G. (2024). Assessing writing. In A. J. Kunnan (Ed.), The Concise Companion to Language Assessment (pp. 168-180). Wiley.

2023

Chen, S., Wallace, M.P., Ho, S.I., Chen, Y., Wong, K.L., & de Oliveira, S.C. (2023). Foreign language listening comprehension and listening anxiety. TESL-EJ, 27(2). https://doi.org/10.55593/ej.27106a9

Liao, L., Ye, S. X, & Yang, J. (2023). A mini review of communicative language testing. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1058411

Kunnan, A. J., Qin, C. Y., & Zhao, C. G. (2023). Developing a scenario-based English language assessment in an Asian university. Language Assessment Quarterly, 19(4), 368-393. https://doi.org/10.1080/15434303.2022.2073886

Qi, Q., & Zhao, C. G. (2023). Discoursal scholarly identity in research writing. Journal of Second Language Writing, 62, 1-9. https://doi.org/10.1016/j.jslw.2023.101052 

Wallace, M.P., & Ke, H. (2023). Examining the content alignment between language curriculum and a language test in China. TEFLIN, 34(1), 116-135. http://dx.doi.org/10.15639/teflinjournal.v34i1/116-135

Wallace, M.P. & Ng, J.S.W. (2023). Fairness of classroom assessment approach: Perceptions from EFL students and teachers. English Teaching and Learning, 47, 529–548. https://doi.org/10.1007/s42321-022-00127-4

Wang, X., Liu, Q., Pang, H., Tan, S.C., Lei, J., Wallace, M.P., & Li, L. (2023). What matters in AI-supported learning: A study of human interactions using cluster analysis and epistemic network analysis. Computers & Education, 194, 104703. https://doi.org/10.1016/j.compedu.2022.104703

Weng, F. (2023). English teachers’ writing assessment literacy: Surveying teachers’ knowledge, beliefs, and practices in China. Porta Linguarum, 40, 57-74. https://doi.org/10.30827/portalin.vi40.23812

Weng, F., Ye, S.X., Xue, W. (2023). The effects of peer feedback on L2 students’ writing motivation: An experimental study in China. Asia-Pacific Education Researcher, 32(4), 473-483. https://doi.org/10.1007/s40299-022-00669-y

Ye, X.S., Shi, J. (2023). Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation. Language Teaching Research, early view online. https://doi.org/10.1177/13621688221145565

Ye, S. X., Shi, J., Liao, L. (2023). An evaluative review of mobile-assisted L2 vocabulary learning approaches based on the Situated Learning Theory.  Journal of Curriculum and Teaching, 12(3), 19-24. https://doi.org/10.5430/jct.v12n3p19

Zhao, C. G., & Qi, Q. (2023). Implementing learning-oriented assessment (LOA) among low-proficiency EFL students. TESOL Quarterly, 57(2), 566-594. https://doi.org/10.1002/tesq.3167

2022

Chen, M.H., Ye, S.X., Jingxin, H., Yao, D.D. (2022). The effect of pragmatic instruction on developing leaerners’ use of request modifiers in the EFL context. World Journal of English Language, 12, 74-85. https://doi.org/10.5430/wjel.v12n8p74

Gao, F., Wang, J., Zhao, C. G., & Yuan, Z. (2022). Word or morpheme? Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm. International Journal of Bilingual Education and Bilingualism, 25(7), 2382-2396. DOI: https://doi.org/10.1080/13670050.2021.1913984

In’nami, Y., Koizumi, R., Cheung, M.W.-L., & Wallace, M.P. (2022). Examining second language listening and metacognitive awareness: A meta-analytic structural equation modeling approach. Language Learning. Early view online. https://doi.org/10.1111/lang.12548

Kunnan, A. J., Qin, C. Y., & Zhao, C. G. (2022). Developing a scenario-based English language assessment in an Asian university. Language Assessment Quarterly, 1-26. https://doi.org/10.1080/15434303.2022.2073886

Li, L., Wang, X., & Wallace, M.P. (2022). I determine my learning path, or no? A study of learner control in online video-based learning. Frontiers in Psychology, 13, 973758. https://www.doi.org/10.3389/fpsyg.2022.973758

Liwei, N., Wang, X., Wallace, M.P., Pang, H., & Xu, Y. (2022). Digital learning of EFL among young learners: How are approaches to learning linked to digital competence and technostress. Journal of Computer Assisted Learning, Early view online. https://doi.org/10.1111/jcal.12679

Su, H. (2022). Foreign language enjoyment and classroom anxiety of Chinese EFL learners with intermediate and low proficiency. Journal of Language Teaching and Research, 13(1), 101-109. https://doi.org/10.17507/jltr.1301.12

Wallace, M.P. (2022). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72, 5-44. https://www.doi.org/10.1111/lang.12424

Wallace, M.P. & Ng, J.S.W. (2022). Fairness of classroom assessment approach: Perceptions from EFL students and teachers. English Teaching and Learning. https://doi.org/10.1007/s42321-022-00127-4

Wang, X., Pang, H., Wallace, M.P., Wang, Q., & Chen, W. (2022). Learners’ perceived AI presences in AI-supported learning: A study of AI as a humanized agent from Community of Inquiry. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2056203

Weng, F.,  Shen, B. (2022). Language assessment literacy for teachers. Frontiers in Psychology, 13, 1-7. doi: 10.3389/fpsyg.2022.864582

Yao, D., Liao, L., & Ye, X. (2022). Investigating the construct validity of an ESL test for young learners. World Journal of English Language, 12(5), 59 – 65. https://doi.org/10.5430/wjel.v12n5p59

Ye, X.S., Shi, J. (2022). Comparing the impact of word writing and typing via mobile devices on L2 vocabulary learning. Educational Studies. https://doi.org/10.1080/03055698.2022.2132815

Zeng, Y., Lu, Q, Wallace, M.P., Guo, Y., Fan, C-W, & Chen, X. (2022). Understanding sustainable development of English vocabulary acquisition: Evidence from Chinese EFL learners. Sustainability, 14, 6532. https://doi.org/10.3390/su14116532

Zeng, Y., Wallace, M.P., Fan, C-W., & Guo, Y. (2022). University students’ attitudes towards English as a lingua franca in a multilingual sustainable society. Sustainability, 14, 4435. https://doi.org/10.3390/su14084435

Zhao, C. G., & Qi, Q. (2022). Implementing learning-oriented assessment (LOA) among low-proficiency EFL students. TESOL Quarterly, 1-29. https://doi.org/10.1002/tesq.3167

Zhao, C. G., & Wu, J. (2022). Perceptions of authorial voice: Why discrepancies exist? Assessing Writing, 53, 1-12. https://doi.org/10.1016/j.asw.2022.100632.

Zhao, C. G. (2022). Theory-based approach to academic writing assessment in higher education: A conceptual framework for assessment design and development. In L. Hamp-Lyons & Y. Jin (Eds.), Assessing the English Language Writing of Chinese Learners of English (pp. 137-154). Springer, Cham. https://doi.org/10.1007/978-3-030-92762-2_9

2021

Ho, A., Yao, D., & Kunnan, A. J. (2021). An analysis of Macau’s Joint Admission Examination-English. The Journal of Asia TEFL, 18(1), 208-222.

Liao, L. (2021). Examining IELTS score consistency across testing sites: The question of test fairness. In ALTE (Ed.), Collated Papers for the ALTE 7th International Conference (pp. 63-66). Madrid, Spain: ALTE.

Liao, L., & Yao, D. (2021, accepted). Grade-related Differential Item Functioning in GEPT-Kids Listening. Frontiers in Psychology.

Qi, Q., Liao, L., & Zhao, C. G. (2021). “I didn’t even know if my students were in class”: Challenges of teaching English speaking online. The Journal of Asia TEFL, 18(4), 1455-1462. http://dx.doi.org/10.18823/asiatefl.2021.18.4.26.1455

Wallace, M.P. (2021). Metacognitive awareness for listening. In M. Reed & T. Jones (Eds.) Listening in the classroom: Teaching students how to listen (pp. 1-12). New York, NY: TESOL Press.

Wallace, M.P., Li, V.M., Cuishi, T.H., & He, N.C. (2021). Metacognitive strategy use for EFL readers: Differences in gender and reading ability. TESL-EJ, 25(2), 1-22.

Wallace, M.P., & Qin, C. Y. (2021). Language classroom assessment fairness: Perceptions from students. LEARN Journal, 14, 492-521.

Yao, D. (2021). Automated Writing Evaluation for Chinese ESL Learners: A Case Study of Pigai System. The Journal of Asia TEFL, 18(3), 940-949.

Yao, D., & Wallace, M.P. (2021). Language assessment for immigration: A review of validation research over the last two decades. Frontiers in Psychology, 12, 773132. https://www.doi.org/10.3389/fpsyg.2021.773132

Yu, C., & Zhao, C. G. (2021c). Continuing the dialogue between writing experts and academic librarians: A conceptual model of information-based academic writing in higher education. Journal of Academic Librarianship, 47(6), 1-8, DOI: https://doi.org/10.1016/j.acalib.2021.102454. [SSCI Q1]

Yu, C., & Zhao, C. G. (2021b). “I won’t try my best”: A narrative inquiry of a Chinese MTI student’s appropriation of graduation policy. Asia-Pacific Education Review, DOI: https://doi.org/1007/s12564-021-09714-9.

Yu, C., & Zhao, C. G. (2021a). A ‘netnographic’ study of test impact from the test-takers’ perspective: The case of a translation test. In ALTE (Ed.), Collated Papers for the ALTE 7th International Conference (pp. 63-66). Madrid, Spain: ALTE.

Zhao, C. G., & Liao, L. (2021). The effect of metacognitive strategy use on L2 writing test performance. System, 98, 1-11. https://doi.org/10.1016/j.system.2021.102472

2020

Wallace, M.P., & Lee, K. (2020). Examining second language listening, vocabulary, and executive functioning. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01122

Wallace, M. P., & Leong, E. I. L. (2020). Exploring language learning motivation among primary EFL learners. Journal of Language Teaching and Research, 11(2), 221-230. https://www.doi.org/10.17507/jltr.1102.10

2019

Cai, Y., & Kunnan, A. J. (2019). Detecting the language thresholds of the effect of background knowledge on a LSP reading performance: A case of the island ridge. Journal of English for Academic Purposes, 42, x-xx.

Kunnan, A. J. (2019). An agenda for language assessment research and pedagogy. The Journal of Asia TEFL, 15(1), 327-333.

Kunnan, A. J., & Liao, L. (2019). Modeling young learners’ self-assessment, learning attitude, and test performance. The Journal of Asia TEFL, 15(2), 701-710.

Kunnan, A. J., & Saville, N. (2019). Multilingualism and language assessments. In A-B Wendy & J. Bellamy (Eds.), The Cambridge Handbook of Language Standardization (pp. xx-xx). Cambridge, U.K.: CUP. [in press]

Liu, C., & Yu, C. (2019). Understanding students’ motivation in translation learning: A case study from the self-concept perspective. Asian-Pacific Journal of Second and Foreign Language Education, 4(4), 1-19.

Zhao, C. G. (2019). Chinese EFL learners’ perception of the construct of English academic writing. In R. Damerow & K. Bailey (Eds.), Chinese-speaking learners of English: Research, theory, and practice (pp.81- 95). Routledge. https://www.taylorfrancis.com/books/e/9780429290848

Zhao, C. G. (2019). Writer background and voice construction in L2 writing. Journal of English for Academic Purposes, 37, 117-126. DOI: https://doi.org/10.1016/j.jeap.2018.11.004 [SSCI-Q1]

Zhao, C. G. & Lyu, Y. (2019). The construct of EFL academic writing: From the perspective of Chinese undergraduates of English. Foreign Languages and Their Teaching, 309 (6), 69-79. [CSSCI] http://112.126.70.247/wy/CN/Y2019/V01/I06/69

Zhao, C. G., & Liu, C. J. (2019). An evidence-based review of Celpe-Bras: The exam for certification of proficiency in Portuguese as a foreign language. Language Testing, 36(4), 617-627. DOI: https://doi.org/10.1177/0265532219849000 [SSCI-Q1]

2018

Cai, Y., & Kunnan, A. J. (2018). The inseparability of content knowledge from LSP ability: Evidence from modeling of bifactor-MIRT based scores. Language Assessment Quarterly, 14(2), 1-21.

Goh, C. C. M., & Wallace, M. (2018). Lexical segmentation in listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. https://www.doi.org/10.1002/9781118784235.eelt0603

Kunnan, A. J. (2018). Evaluating language assessments. NY, NY: Routledge.

Wallace, M. P. (2018). Fairness and justice in L2 classroom assessment: Perceptions from test takers. The Journal Asia TEFL, 15, 1051-1064. https://www.doi.org/10.18823/asiatefl.2018.15.4.11.1051

Zhao, C. G. (2018). Writer background and voice construction in L2 writing. Journal of English for Academic Purposes, 37, 117-126. DOI: https://doi.org/10.1016/j.jeap.2018.11.004

2017

Kunnan, A. J. (2017). Large scale language assessment: Empirical studies. In E. Hinkel (Ed.), Handbook of research in second language learning, 2nd Ed. (pp. 476-489). NY, NY: Routledge.

Kunnan, A. J., & Carr, N. (2017). A comparability study of the GEPT-Advanced and iBT (TOEFL). Language Testing in Asia, 7, 1-16.

Wang, X., Wallace, M.P., & Wang, Q. (2017). Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective from PLS-SEM analyses. Journal of Computers in Human Behaviors, 72, 140-151. https://doi.org/10.1016/j.chb.2017.02.045

Zhao, C. G. (2017). Voice in timed argumentative essay writing. Assessing Writing, 31, 73-83. DOI: http://dx.doi.org/10.1016/j.asw.2016.08.004 [SSCI-Q1]

2016

Hoang, G., & Kunnan, A. J. (2016). Automated essay evaluation for English language learners: A case study of My Access. Language Assessment Quarterly, 13(4), 359-376.

Kunnan, A. J. (Ed., 2016). Talking about language assessment: The LAQ interviews. NY, NY: Routledge.

Liu, S., & Kunnan, A. J. (2016). Investigating the application of automated writing evaluation to Chinese undergraduate English majors: A study of WriteToLearn. CALICO Journal, 33, 71-91.

Sims, J., & Kunnan, A. J. (2016). Developing evidence for a validity argument for an English placement exam from multi-year test performance data. Language Testing in Asia, 6, 1-14.

Zhao, C. G. (2016). ‘Authorial voice’ in the assessment of writing. In D. Tsagrai & J. Banerjee (Eds.), Handbook of Second Language Assessment, (pp. 397-412). Boston/Berlin: De Gruyter.

Zhao, C. G. (2016). The role of voice in L2 argumentative writing: The development and validation of an analytic rubric. In M. A. Christison & N. Saville (Eds.), Studies in Language Testing (SiLT), volume 46. Advancing the Field of Language Assessment: Papers from TIRF Doctoral Dissertation Grantees 2009 – 2013 (pp. 24-56). Cambridge, UK: University of Cambridge Local Examinations Syndicate.