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Wei Wei & Ying Zheng. (2017) An investigation of integrative and independent listening test tasks in a computerised academic English test. Computer Assisted Language Learning 30:8, pages 864-883.
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Xinhua Zhu, Yi Guan & Yuan Yao. (2022) Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance. Assessing Writing 54, pages 100674.
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Xinhua Zhu, Guan Ying Li, Choo Mui Cheong & Hongbo Wen. (2021) Effects of L1 single-text and multiple-text comprehension on L2 integrated writing. Assessing Writing 49, pages 100546.
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YunDeok Choi. (2021) What interpretations can we make from scores on graphic-prompt writing (GPW) tasks? An argument-based approach to test validation. Assessing Writing 48, pages 100523.
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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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Xinhua Zhu, Xian Liao & Choo Mui Cheong. (2019) Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction. Journal of Psycholinguistic Research 48:5, pages 1163-1183.
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Choo Mui Cheong, Xinhua Zhu, Guan Ying Li & Hongbo Wen. (2019) Effects of intertextual processing on L2 integrated writing. Journal of Second Language Writing 44, pages 63-75.
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Choo Mui Cheong, Xinhua Zhu & Xian Liao. (2017) Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing 31:4, pages 779-811.
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