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Language Assessment Quarterly Volume 10, 2013 - Issue 1: Integrated Writing Assessment
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Articles

The Use of Summarization Tasks: Some Lexical and Conceptual Analyses

Guoxing Yu University of Bristol, Bristol, United KingdomCorrespondence[email protected]
Pages 96-109 | Published online: 25 Feb 2013

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Haiping Wang & Guoxing Yu. (2021) Test-Takers’ Cognitive Processes during a Listen-To-Summarize Cloze Task. International Journal of Listening 35:1, pages 1-28.
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Khaled Barkaoui, Ling Shi & Mehdi Riazi. (2021) “Follow Your Interests Because Those Will Motivate You to Excel”: An Interview with Alister Cumming. Language Assessment Quarterly 18:1, pages 56-75.
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Xinhua Zhu, Xueyan Li, Guoxing Yu, Choo Mui Cheong & Xian Liao. (2016) Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks. Language Assessment Quarterly 13:3, pages 167-185.
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Articles from other publishers (14)

Xinhua Zhu, Yuan Yao, Wanru Pang & Siyu Zhu. (2022) Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach. Journal of Psycholinguistic Research 52:3, pages 787-808.
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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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Sathena Chan & Junko Yamashita. (2022) Integrated writing and its correlates: A meta-analysis. Assessing Writing 54, pages 100662.
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Pakize Uludag & Kim McDonough. (2022) Validating a rubric for assessing integrated writing in an EAP context. Assessing Writing 52, pages 100609.
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Xinhua Zhu, Guan Ying Li, Choo Mui Cheong, Guoxing Yu & Xian Liao. (2020) Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing 34:1, pages 49-78.
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Esther Hellmann & Linnea C. Ehri. (2020) The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives. Written Language & Literacy Written Language and Literacy 23:1, pages 29-58.
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Yeonsuk Cho & Ikkyu Choi. (2018) Writing from sources: Does audience matter?. Assessing Writing 37, pages 25-38.
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Alister Cumming, Luxin Yang, Chenhui Qiu, Lian Zhang, Xiaoling Ji, Junju Wang, Ying Wang, Ju Zhan, Fengjuan Zhang, Chunyan Xu, Rongping Cao, Lu Yu, Meng Chu, Meihua Liu, Min Cao & Conttia Lai. (2018) Students’ practices and abilities for writing from sources in English at universities in China. Journal of Second Language Writing 39, pages 1-15.
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Guoxing Yu, Lianzhen He, Pauline Rea-Dickins, Richard Kiely, Yanbin Lu, Jing Zhang, Yan Zhang, Shasha Xu & Lin Fang. (2017) Preparing for the Speaking Tasks of the TOEFL iBT ® Test: An Investigation of the Journeys of Chinese Test Takers . ETS Research Report Series 2017:1, pages 1-59.
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Bart Deygers, Kris Van den Branden & Elke Peters. (2017) Checking assumed proficiency: Comparing L1 and L2 performance on a university entrance test. Assessing Writing 32, pages 43-56.
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Touran Ahour & Sara Bargool. (2015) A Comparative Study on the Effects of While Listening Note Taking and Post Listening Summary Writing on Iranian EFL Learners' Listening Comprehension. Theory and Practice in Language Studies 5:11, pages 2327.
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Lia Plakans. (2015) Integrated Second Language Writing Assessment: Why? What? How?. Language and Linguistics Compass 9:4, pages 159-167.
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Brent G. Walters & Ching-ning Chien. (2014) College EFL Teachers? Perspectives on Listening Assessment and Summarization for a Specific Task. Journal of Language Teaching and Research 5:2.
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Alister Cumming. 2013. The Companion to Language Assessment. The Companion to Language Assessment 216 229 .

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