Assessing Chinese Learners of English

1. Front Matter

   Pages i-xviii

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2. Assessing Chinese Learners of English: The Language Constructs, Consequences and Conundrums — An Introduction

   • Guoxing Yu, Yan Jin

   Pages 1-16

3. Implementing a Learning-Oriented Approach within English Language Assessment in Hong Kong Schools: Practices, Issues and Complexities

   • Liz Hamp-Lyons

   Pages 17-37

4. Contriving Authentic Interaction: Task Implementation and Engagement in School-Based Speaking Assessment in Hong Kong

   • Daniel M. K. Lam

   Pages 38-60

5. The Impact of Test Mode on the Use of Communication Strategies in Paired Discussion

   • Yan Jin, Lin Zhang

   Pages 61-84

6. Face-to-face Interaction in a Speaking Test: A Corpus-Based Study of Chinese Learners’ Basic Spoken Vocabulary

   • Shasha Xu

   Pages 85-100

7. Features of Formulaic Sequences Used by Chinese EFL Learners in Performing a Story Retelling Assessment Task

   • Lei Wang, Chan Chen

   Pages 101-120

8. Assessing Incidental Vocabulary Learning by Chinese EFL Learners: A Test of the Involvement Load Hypothesis

   • Chanchan Tang, Jeanine Treffers-Daller

   Pages 121-149

9. Chinese Users’ Perceptions of the Use of Automated Scoring for a Speaking Practice Test

   • Xiaoming Xi, Jonathan Schmidgall, Yuan Wang

   Pages 150-175

10. Project-Based Group Assessment in the Second Language Classroom: Understanding University Students’ Perceptions

    • David D. Qian

    Pages 176-198

11. Chinese EFL Students’ Response to an Assessment Policy Change

    • Qiuxian Chen, Lyn May

    Pages 199-218

12. Students’ Voices: What Factors Influence Their English Learning and Test Performance?

    • Ying Zheng

    Pages 219-244

13. Standard English or Chinese English? Native and Non-Native English Teachers’ Perceptions

    • Ying Zhang

    Pages 245-269

14. The Power of General English Proficiency Test on Taiwanese Society and Its Tertiary English Education

    • Shwu-Wen Lin

    Pages 270-286

15. Twenty Years of Cambridge English Examinations in China: Investigating Impact from the Test-takers’ Perspectives

    • Xiangdong Gu, Nick Saville

    Pages 287-310

16. Back Matter

    Pages 311-313

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This volume gathers researchers from around the world endeavouring to better understand a number of perennial issues in assessing Chinese learners of English, covering topics such as students' test performances, interactional competence and lexical knowledge, students' motivation, teachers' attitudes and assessment policy changes.

• Chinese learner
• English as a foreign language
• EFL
• language testing
• language assessment
• construct
• consequence
• impact
• washback
• language assessment literacy
• learning-oriented assessment
• school-based assessment (SBA)
• Hong Kong
• Taiwan
• China
• group speaking
• interactional competence
• communication strategy
• communicative competence
• paired discussion
• English
• language classroom
• second language

“Central aim of the book is to examine and consolidate the existing literature on assessing Chinese learners of English. … not only introduces studies related to English language assessment in China but also functions as a platform for researchers worldwide to facilitate a better understanding of English language assessment in China. It is successful in reviewing existing findings from research on assessing Chinese learners of English, while also encouraging researchers to continue developing language assessment research in the Chinese context.”  (Jian Xu and Barley Mak, Applied Linguistics, Issue 1-4, 2016)

• University of Bristol, UK

  Guoxing Yu

• Shanghai Jiao Tong University, China

  Yan Jin

Guoxing Yu, University of Bristol, UK Yan Jin, Shanghai Jiaotong University, China Cyril Weir, University of Bedfordshire, UK Liz Hamp-Lyons, University of Bedfordshire, UK Daniel M. K. Lam, University of Edinburgh, UK Lin Zhang, Shanghai Jiao Tong University, China Shasha Xu, Zhejiang University, China Lei Wang, Zhejiang Gongshang University, China Chan Chen, Zhejiang Gongshang University, China Chanchan Tang, Wenzhou No.2 Secondary Vocational School, China Jeanine Treffers-Daller, University of Reading, UK Xiaoming Xi, Educational Testing Service, USA Jonathan Schmidgall, Educational Testing Service, USA Yuan Wang, Educational Testing Service, USA David D. Qian, The Hong Kong Polytechnic University Qiuxian Chen, Shanxi University, China Lyn May, Queensland University of Technology, Australia Ying Zheng, University of Southampton, UK Shwu-wen Lin, National Taipei University of Nursing and Health Sciences, Taiwan Xiangdong Gu, Chongqing University, China Nick Saville, Cambridge English Language Assessment, UK

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