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Computer Assisted Language Learning Volume 30, 2017 - Issue 8
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Articles

An investigation of integrative and independent listening test tasks in a computerised academic English test

Wei WeiUniversity International College, Macau University of Science and Technology, Taipa, MacauCorrespondence[email protected] [email protected]
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Ying ZhengFaculty of Humanities, University of Southampton, Southampton, UKView further author information
Pages 864-883 | Published online: 06 Sep 2017

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Read on this site (2)

Sherry Y. Chen & Yu-Fen Tseng. (2021) The impacts of scaffolding e-assessment English learning: a cognitive style perspective. Computer Assisted Language Learning 34:8, pages 1105-1127.
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Vernita Beukes. (2019) The effect of four of Richard Mayer’s design principles on vocabulary retention in an Afrikaans computer programme. Computer Assisted Language Learning 32:1-2, pages 118-131.
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Articles from other publishers (4)

Sathena Chan & Lyn May. (2022) Towards more valid scoring criteria for integrated reading-writing and listening-writing summary tasks. Language Testing 40:2, pages 410-439.
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Yu-Hua Chen & Ying Zheng. 2022. Assessing the English Language Writing of Chinese Learners of English. Assessing the English Language Writing of Chinese Learners of English 29 47 .
Lianzhen He & Ziyun Jiang. (2020) Assessing Second Language Listening Over the Past Twenty Years: A Review Within the Socio-Cognitive Framework. Frontiers in Psychology 11.
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Vahid Aryadoust. (2020) Measurement invariance across information and communication technology development index and gender: The case of the Pearson Test of English Academic reading. Studies in Educational Evaluation 64, pages 100813.
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