Projects
Current projects
Examining the effects of individual differences and task difficulty on listening comprehension
Project funded by University of Macau, 2022-2023.
Improving English communication in Macau: An examination of strategy efficiency
Project funded by Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research and Social Sciences of Higher Education Fund, 2021-2023.
Individual differences in L2 listening comprehension
Project funded by the University of Macau, 2020-2023.
Completed Projects:
L2 listening teaching and assessment practices
Project funded by the University of Macau, 2020-2022.
Chinese placement test development for the Confucius Institute
Project supported by the University of Macau, 2020-2021.
Evaluating English language assessments using a fairness-based framework.
The project is funded by the University of Macau, 2017-2020.
Language assessment for immigration, citizenship, and asylum.
The project started in December, 2018.
Assessing literacy among language teachers in schools in Macau and Goa
The project was funded by the University of Macau, 2016-2019.
A survey of English language proficiency among young learners in Chinese-speaking cities.
The project was funded by the Language Training and Testing Center (LTTC), Taipei, Taiwan, 2016-2017.
(Click here to see the report: Completed report)
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An on-line test of academic English (TAE) for use at the University of Macau.
The project was funded by the VRAA’s office at the University of Macau.
Publications (Recent)
2023
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
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
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
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 [SSCI Q1]
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
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., Ye, S.X., Xue, W. (2022). The effects of peer feedback on L2 students’ writing motivation: An experimental study in China. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00669-y
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 [SSCI Q1]
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. [SSCI Q1]
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
Gao, F., Wang, J., Zhao, C. G., & Yuan, Z. (2021). 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, DOI: https://doi.org/10.1080/13670050.2021.1913984 [SSCI Q1]
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. [SSCI Q2]
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 [SSCI Q1]
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
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.
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Conference Presentations
Invited Conference Talks & Workshops
2019
Kunnan, A.J. (2019). TEPS 20th Anniversary Conference, Seoul, Korea.
Kunnan, A.J. (2019). Multilingualism and assessment. AALA Conference, Hanoi.
Kunnan, A.J. (2019). Evaluating language assessments in Japan. JLTA Conference, Niigata.
Kunnan, A.J. (2019). Individual and institutional responsibility in language assessment. Melakka. Malaysia.
Kunnan, A.J. (2019). Institutional responsibility in justifying language assessments. HK Institute of Linguists.
Kunnan, A.J. (2019). Panel discussion on technology in language assessment. British Council, Hong Kong.
Zhao, C. G. (2019, Nov.). Alternative Approaches to Writing Assessment in Higher Education. Invited talk at the third Assessing World Languages Conference, Macau, China.
Zhao, C. G. (2019, October). L2 voice construction across L1 languages and contexts. Paper presented at the International Conference on Metadiscourse across Languages and Contexts. Jilin, China.
2018
Kunnan, A.J. (2018). Fairness and Justice in language assessment. KATE Conference, Seoul.
Kunnan, A.J. (2018). How do we make teachers responsible language assessors? Asia TEFL Conference. Macau.
Kunnan, A.J. (2018). Fairness and justice in language assessment, Hong Kong Polytechnic University.
Kunnan, A.J. (2018). Developing score report cards for teacher, student and parent. City University of Hong Kong.
Kunnan, A.J. (2018). Diagnostic feedback from classroom assessments. University of Hong Kong.
Kunnan, A.J. (2018). Multilingualism and language assessment. Murray Edwards College, Cambridge University.
Kunnan, A.J. (2018). ESP assessment: The case of technology. ALTE plenary talk, Cluj, Romania.
Kunnan, A.J. (2018). Fairness and justice in language assessment. ALTE Conference, Cluj, Romania.
Kunnan, A.J. (2018). Diagnosis feedback as opportunity-to-learn. Workshop at UTHM, Batu Pahat, Malaysia.
Kunnan, A.J. (2018). Learning about assessment knowledge. ASEAN ELT Conference, Melakka, Malaysia.
Zhao, C. G. (2018, October). Writer Background and Voice Construction in L2 Writing. Paper presented at the 2018 International Conference on Teaching and Researching EFL Writing / 第11届全国英语写作教学与研究国际研讨会, Nanjing, China.
2017
Kunnan, A.J. (2017). Internationally or locally developed language assessments. AFELTA Conference, Taipei.
Kunnan, A.J., & Wallace, M.P. (2017, June). Learning about assessment knowledge through hypothetical scenarios. Workshop delivered in the Asian Association for Language Assessment (AALA), Taipei, Taiwan.
Kunnan, A.J. (2017). A survey of English language proficiency among young learners in Chinese-speaking cities. AALA Conference, June 2017, Taipei.
Kunnan, A.J. (2017). Assessing literacy among language teachers in schools in Macau and Goa. AALA Conference, June 2017, Taipei.
Kunnan, A.J. (2017). Language assessment policies for citizenship. Seoul National University.
Zhao, C. G. (2017, Nov.). Teaching and Assessing Second Language Writing. Invited workshop at Assessing World Languages Conference, Macau, China.
2016
Kunnan, A.J. (2016). Classroom language assessment. Symposium, Malaysian International Conference on ELT.
Recent Refereed Conference Presentations
2019
Liao, L. (2019). Differential item functioning in GEPT-Kids listening. Paper presented at the 41st Language Testing Research Colloquium, Atlanta.
Liao, L. (2019). Test takers’ cognitive and metacognitive strategy use in L2 writing assessment. Paper presented at the second Assessing World Languages Conference, Macau.
Liao, L. (2019). Grade-related differential item functioning in GEPT-Kids listening. Paper presented at the 5th International Conference of the Asian Association for Language Assessment, Shanghai.
Qin, C. (2019). Rubric-referenced student self-assessment of English Group Discussion: A Case of Chinese EFL Learners. Paper presentation at the sixth Annual Conference of Asian Association for Language Assessment (AALA), Hanoi, Vietnam.
Qin, C. (2019). Self- and Teacher-assessment of English Group Discussion: A Case of Chinese EFL Learners. Paper presentation at the 17th Asian Association of Teachers of English as a Foreign Language 2019 Conference (Asia TEFL 2019), Bangkok, Thailand.
Wallace, M.P., & Bei, J. (2019, June). Opportunity to learn on the College English Test: Perceptions from test takers. Paper presented at the Asia TEFL annual conference, Bangkok, TH.
Wallace, M.P. (2019, March). L2-listening and executive functioning: A latent variable analysis. Paper presented at the American Association for Applied Linguistics (AAAL) annual international conference, Atlanta, USA.
Yao, D. (2019). Macau – A multilingual society but with monolingual practices (Panel talk with Prof. Kunnan). The 6th AALA conference, Hanoi, Vietnam.
Yao, D. (2019). Automated writing evaluation for Chinese ESL learners: A case study of Pigai system. The 17th Asia TEFL International Conference, Bangkok, Thailand.
Ye, S. (2019). Macau – A multilingual society but with monolingual practices (Panel talk with Prof. Kunnan). The 6th AALA conference, Hanoi, Vietnam.
Yu, C. (2019). I won’t try my best‘: A narrative inquiry of a Chinese student‘s appropriation of MTI graduation policy. The 17th Asia TEFL International Conference, Bangkok, Thailand.
Zhao, C. G. (2019, June). A modest proposal for theory-informed writing assessment by design. Paper to be presented at the 17th Asia TEFL International Conference, Bnagkok, Thailand.
2018
Liao, L. (2018). A comparability study on parallel academic IELTS reading tests. Paper presented at the 16th Asia TEFL, 1st MAAL & 6th HAAL 2018 International Conference, Macau.
Liao, L. (2018). The effect of peer feedback on English student-teacher training in Chinese higher education. Paper presented at the third Guangdong-Hong Kong-Macau Foreign Language and Translation Postgraduate Forum, Zhuhai. [Won Third Award]
Liao, L., & Zhao, C. G. (2018, October). Test takers’ cognitive and metacognitive strategy use in L2 writing assessment. Paper presented at the 2nd Assessing World Languages Conference, Macau, China.
Qin, C. (2018). Test Development of Test of Academic English. Symposium presentation at the 3rd Assessing World Languages 2018 Conference (AWL 2018), Macau, China.
Wallace, M.P. (2018, July). Developing a social justice questionnaire for language assessment. Paper presented at the Language Testing Research Colloquium (LTRC) annual international conference, Auckland, NZ.
Wallace, M.P. (2018, June). How much do vocabulary, topical knowledge, and metacognition help L2 listening comprehension? Paper presented at the Asia TEFL annual conference, Macau, MO.
Lin, K., & Wallace, M.P. (2018, June). Exploring the L2 Listening-Metacognition Relationship for Macau Primary-School EFL learners. Paper presented at the Asia TEFL annual conference, Macau, MO.
Wallace, M.P. (2018, March). Cognitive factors in L2 listening comprehension: A latent-variable approach. Paper presented at the American Association for Applied Linguistics (AAAL) annual international conference, Chicago, IL.
Yang, F. (2018). English in Macau linguistic landscapes. The 23rd International Association for World Englishes, Manila, Philippines.
Zhao, C. G. (2018, October). Theory-based approach to writing assessment: A conceptual framework for assessment design and development. Paper presented at the 5th Annual International Conference of the Asian Association for Language Assessment (AALA), Shanghai, China.
Zhao, C. G. (2018, August). Writer Background and Voice Construction in L2 Writing. Paper presented at the 17th Symposium on Second Language Writing, Vancouver, Canada.
Zhao, C. G. (2018, June). Writer Background and Voice Construction in L2 Writing. Paper presented at the 16th Asia TEFL/ 1st MAAL & 6th HAAL 2018 International Conference, Macau, China.
2017
Wallace, M.P. (2017, March). Clarifying the L2-listening construct: Which cognitive factors are most important? Paper presented at the American Association for Applied Linguistics (AAAL) annual international conference, Portland, OR.
Zhao, C. G. (2017, July). Voice in Second Language Argumentative Writing. Paper presented at the 16th Symposium on Second Language Writing, Bangkok, Thailand.
Zhao, C. G. (2017, June). Assessing Authorial Voice in Second Language Argumentative Writing. Paper presented at Faces of English 2: Teaching and Researching Academic and Professional English, Hong Kong, China.
2016
Sybing, R. & Wallace, M.P. (2016, March). The effect of explicit and implicit practice on the development of perceptual processing of L2 speech. Paper presented at the Regional English Language Center (RELC) annual international conference, Singapore.
Wallace, M.P. (2016, May). Validating a listening lexical segmentation test. Paper presented at the Asian Association for Language Assessment (AALA) annual international conference, Bali, Indonesia.
Wallace, M.P. (2016, April). Exploring the relationship among L2-listening comprehension and the component parts of working memory. Paper presented at the American Association for Applied Linguistics (AAAL) annual international conference, Orlando, FL.
Wallace, M.P. (2016, April). Developing lexical segmentation of L2 speech: Explicit vs. implicit practice. Paper presented at the TESOL annual international conference, Baltimore, MD.
