Enabling Disciplinary Voice in Postgraduate Students’ EAP Writing: Evaluating Practices of Assessment for Learning
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-63638-7_8
Reference25 articles.
1. Abdi Tabari, M., & Wang, Y. (2022). Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness. Assessing Writing, 52, 100605. https://doi.org/10.1016/j.asw.2022.100605
2. Afshar, S. H., & Ranjbar, N. (2021). EAP teachers’ assessment literacy: From theory to practice. Studies in Educational Evaluation, 70, 101042. https://doi.org/10.1016/j.stueduc.2021.101042
3. Bell, D. E. (2021). Accounting for the troubled status of English language teachers in higher education. Teaching in Higher Education, 28(8), 1831–1846. https://doi.org/10.1080/13562517.2021.1935848
4. Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195–203. https://doi.org/10.1037/h0034701
5. Bruce, E., & Hamp-Lyons, L. (2015). Opposing tensions of local and international standards for EAP writing programmes: Who are we assessing for? Journal of English for Academic Purposes, 18, 64–77. https://doi.org/10.1016/j.jeap.2015.03.003
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