| 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 | 193 | 2019 |
| Illustrating students’ perceptions of English language assessment: Voices from China Y Xiao, DR Carless RELC Journal 44 (3), 319-340, 2013 | 55 | 2013 |
| An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions Y Xiao, Y Zhi Languages 8 (3), 212, 2023 | 49 | 2023 |
| Formative assessment in a test-dominated context: How test practice can become more productive Y Xiao Language Assessment Quarterly 14 (4), 295-311, 2017 | 38 | 2017 |
| 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 | 30 | 2011 |
| 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 | 26 | 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), 6, 2020 | 16 | 2020 |
| Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom V Greenier, X Liu, Y Xiao Applied Linguistics Review, 2023 | 6 | 2023 |
| The potential of using formative assessment to enhance academic achievement in the Confucian-heritage culture: A comparison between Hong Kong and Shanghai Y Xiao, Y Cai, Q Ge, Y Yang The Asia-Pacific Education Researcher 32 (6), 867-876, 2023 | 5 | 2023 |
| 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 Frontiers in Education 6, 674869, 2021 | 4 | 2021 |
| Supporting students' summary writing skills in English medium instruction in the university context Y Xiao, H Cheung Rethinking EMI, 61-77, 2021 | 4 | 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 | 2 | 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 | 2 | 2019 |
| The LPATE training courses: An initiative to improve teacher language proficiency B Mak, Y Xiao High-stakes testing: The impact of the LPATE on English language teachers in …, 2018 | 1 | 2018 |
| 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 | 1 | 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 | 1* | 2017 |
| 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 |
| Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry Y Xiao, X Liu, Y Zhu Heliyon, 2024 | | 2024 |
| Students’ perceptions of native/non-native English-speaking EMI teachers: Are NS teachers better than NNS teachers? L Xu, Y Xiao Frontiers in Education 7, 1-10, 2023 | | 2023 |
| A qualitative inquiry into student attitudes towards Free Learning Y Xiao, D Coniam Free Learning, 260-280, 2021 | | 2021 |
David ConiamLanguageCert; Education University of Hong Kong在 eduhk.hk 的电子邮件经过验证
