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Yangyu Xiao
Yangyu Xiao
The Chinese University of Hong Kong, Shenzhen
Verified email at cuhk.edu.cn
Title
Cited by
Cited by
Year
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
692019
Illustrating students’ perceptions of English language assessment: Voices from China
Y Xiao, DR Carless
RELC Journal 44 (3), 319-340, 2013
332013
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
252011
Formative assessment in a test-dominated context: How test practice can become more productive
Y Xiao
Language Assessment Quarterly 14 (4), 295-311, 2017
212017
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
172017
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
42020
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
12021
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
12019
The LPATE training courses: An initiative to improve teacher language proficiency
B Mak, Y Xiao
High-Stakes Testing, 159-178, 2018
12018
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
12014
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
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