| Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning Y Xiao, M Yang System 81, 39-49, 2019 | 69 | 2019 |
| Illustrating students’ perceptions of English language assessment: Voices from China Y Xiao, DR Carless RELC Journal 44 (3), 319-340, 2013 | 33 | 2013 |
| Washback of national matriculation English test on students’ learning in the Chinese secondary school context Y Xiao, G Sharpling, H Liu Asian EFL Journal 13 (3), 103-129, 2011 | 25 | 2011 |
| Formative assessment in a test-dominated context: How test practice can become more productive Y Xiao Language Assessment Quarterly 14 (4), 295-311, 2017 | 21 | 2017 |
| An Investigation of the Impact on Hong Kong’s English Language Teaching Profession of the Language Proficiency Assessment for Teachers of English (LPATE) D Coniam, P Falvey, Y Xiao RELC Journal, 2017 | 17 | 2017 |
| When testing stakes are no longer high: impact on the Chinese College English learners and their learning Q Chen, C Hao, Y Xiao Language Testing in Asia 10 (1), 1-18, 2020 | 4 | 2020 |
| Formative Assessment Practices in Special School Classrooms With the Support of E-Books: A Case Study Z Yan, Y Xiao, KF Sin, L Yang, WY Guo Front. Educ. 6: 674869. doi: 10.3389/feduc, 2021 | 1 | 2021 |
| A qualitative inquiry into the impact of the Hong Kong LPATE over the past decade and a half: Changes, challenges, and implications D Coniam, P Falvey, Y Xiao Language Assessment Quarterly 16 (1), 105-124, 2019 | 1 | 2019 |
| The LPATE training courses: An initiative to improve teacher language proficiency B Mak, Y Xiao High-Stakes Testing, 159-178, 2018 | 1 | 2018 |
| Exploring the learning potential of peer-assessed dictation in the Chinese context Y Xiao Journal of English as an International Language 9 (2), 57-71, 2014 | 1 | 2014 |
| A qualitative inquiry into student attitudes towards Free Learning Y Xiao, D Coniam Free Learning, 260-280, 2021 | | 2021 |
| Fostering students' evaluative judgement through assessment-as-learning in tertiary English language classroom Y Xiao, J Gu Assessment as learning: Maximising opportunities for student learning and …, 2021 | | 2021 |
| Supporting students' summary writing skills in English medium instruction in the university context Y Xiao, H Cheung Rethinking EMI, 61-77, 2021 | | 2021 |
| The LPATE Enhancement Courses in Hong Kong: The Case of The Chinese University of Hong Kong B Mak, Y Xiao High-Stakes Testing: The Impact of the LPATE on English Language Teachers in …, 2018 | | 2018 |
| A Qualitative Interpretation of the Impact of the LPATE on Key Stakeholders D Coniam, P Falvey, Y Xiao High Stakes Testing: The Impact on English Language Teachers in Hong Kong …, 2018 | | 2018 |
| A Quantitative Investigation of Stakeholder Perceptions D Coniam, P Falvey, Y Xiao High-Stakes Testing, 349-369, 2018 | | 2018 |
| Formative assessment and self-regulated learning in English language education Y XIAO, M YANG | | 2017 |
| Oral presentations in the Chinese high school classrooms: A formative assessment device or a pedagogical activity Y XIAO, W ZHAO Foreign Language Education & Research 5 (1), 13-22, 2017 | | 2017 |
| Researching and publishing in the English departments of Chinese tertiary institutions: Status and challenges D Coniam, W Zhao, Y Xiao, P Falvey Asian EFL Journal 19 (2), 111-140, 2017 | | 2017 |
| English language curricula: A comparison of university English departments in a province in mainland China. W Zhao, D Coniam, Y Xiao China Journal of Applied Linguistics 40 (2), 125-144, 2017 | | 2017 |
David ConiamThe Education University of Hong KongVerified email at eduhk.hk
