References
- Abraham, C., M. Richardson, and R. Bond. 2012. “Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis.” Psychological Bulletin 138: 353–387. doi: https://doi.org/10.1037/a0026838
- August, D., and T. Shanahan, eds. 2006. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwarh, NJ: Lawrence Erlbaum Associates & Centre for Applied Linguistics.
- Brenzel, J., and B. Settles. 2017. “The Duolingo English Test – Design, Validity, and Value.” DET Whitepaper (Short) (englishtest.duolingo.com/resources).
- Crawford, I., and Z. Wang. 2015. “The Impact of Individual Factors on the Academic Attainment of Chinese and UK Students in Higher Education.” Studies in Higher Education 40: 902–920. doi: https://doi.org/10.1080/03075079.2013.851182
- Daller, M., A. Müller, and Y. Wang-Taylor. this issue. “The C-Test as Predictor of Academic Success of International Students.” International Journal of Bilingual Education and Bilingualism.
- Daller, M., and D. Phelan. 2013. “Predicting International Student Study Success.” Applied Linguistics Review 4: 173–193. doi: https://doi.org/10.1515/applirev-2013-0008
- Daller, M. H., and H. Xue. 2009. “Vocabulary Knowledge and Academic Success: A Study of Chinese Students in UK Higher Education.” In Vocabulary Studies in First and Second Language Acquisition: The Interface Between Theory and Application, edited by B. Richards, H. M. Daller, D. M. Malvern, P. Meara, J. Milton, and J. Treffers-Daller, 179–193. London: Palgrave Macmillan.
- Dörnyei, Z., and L. Katona. 1992. “Validation of C-Test Amongst Hungarian EFL Learners.” Language Testing 9: 187–206. doi: https://doi.org/10.1177/026553229200900206
- Eddey, P., and C. Baumann. 2011. “Language Proficiency and Academic Achievement in Postgraduate Business Degrees.” International Education Journal: Comparative Perspectives 10: 34–46.
- Elder, C., C. Bright, and S. Bennett. 2007. “The Role of Language Proficiency in Academic Success: Perspectives From a New Zealand University.” Melbourne Papers in Language Testing 12: 24–58.
- Feast, V. 2002. “The Impact of IELTS Scores on Performance at University.” International Education Journal 3 (4): 70–85.
- Field, A. 2005. Discovering Statistics Using SPSS. 2nd ed. London: Sage.
- Green, A. 2005. “EAP Study Recommendations and Score Gains on the IELTS Academic Writing Test.” Assessing Writing 10: 44–60. doi: https://doi.org/10.1016/j.asw.2005.02.002
- Green, A. 2007. “Washback to Learning Outcomes: A Comparative Study of IELTS Preparation and University Pre-Sessional Language Courses.” Assessment in Education 14 (1): 75–79. doi: https://doi.org/10.1177/1073191106290792
- Hakuta, K., Y. G. Butler, and D. Witt. 2000. How Long Does It Take English Learners to Attain Proficiency? Policy report by the University of California Linguistic Minority Research Institute. http://escholarship.org/uc/item/13w7m06g.
- Hamid, M. O. 2016. “Policies of Global English Tests: Test-Takers’ Perspectives on the IELTS Retake Policy.” Discourse: Studies in the Cultural Politics of Education 37: 472–487.
- Iannelli, C., and J. Huang. 2014. “Trends in Participation and Attainment of Chinese Students in UK Higher Education.” Studies in Higher Education 39: 805–822. doi: https://doi.org/10.1080/03075079.2012.754863
- IELTS. 2014. Guide for Educational Institutions, Governments, Professional Bodies And Commercial Organisation.
- Kieffer, M. J. 2008. “Catching Up or Falling Behind? Initial English Proficiency, Concentrated Poverty, and the Reading Growth of Language Minority Learners in the United States.” Journal of Educational Psychology 100: 851–868. doi: https://doi.org/10.1037/0022-0663.100.4.851
- Li, L. 2013. “考生出国前要考3次雅思 6成考生期望雅思分数过7.” [Chinese Candidates Need to Sit 3 IELTS before Studying Abroad and 60% of them Are Expected to Achieve an Overall of at Least 7.] Accessed 8 February 2015. http://learning.sohu.com/20130209/n365924751.shtml.
- Ma, J., and L. Cheng. 2016. “Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth, and Signicance.” TESL Canada Journal 33: 58–79. doi: https://doi.org/10.18806/tesl.v33i1.1227
- Matoush, M. M., and D. Fu. 2012. “Tests of English Language as Significant Thresholds for College-Bound Chinese and the Washback of Test-Preparation.” Changing English 19: 111–121. doi: https://doi.org/10.1080/1358684X.2012.649176
- Messick, S. 1982. “Issues of Effectiveness and Equity in the Coaching Controversy: Implications for Educational and Testing Practice.” Educational Psychologist 17: 67–91. doi: https://doi.org/10.1080/00461528209529246
- Morrison, J., B. Merrick, S. Higgs, and J. Le Métais. 2005. “Researching the Performance of International Students in the UK.” Studies in Higher Education 30: 327–337. doi: https://doi.org/10.1080/03075070500095762
- Murray, N. 2010. “Considerations in the Post-Enrolment Assessment of English Language Proficiency: Reflections from the Australian Context.” Language Assessment Quarterly 7: 343–358. doi: https://doi.org/10.1080/15434303.2010.484516
- Oliver, R., S. Vanderford, and E. Grote. 2012. “Evidence of English Language Proficiency and Academic Achievement of Non-English-Speaking Background Students.” Higher Education Research & Development 31: 541–555. doi: https://doi.org/10.1080/07294360.2011.653958
- Prevoo, M. J., M. Malda, J. Mesman, and M. H. van IJzendoorn. 2016. “Within-and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children with an Immigrant Background: A Meta-Analytical Study.” Review of Educational Research 86: 237–276. doi: https://doi.org/10.3102/0034654315584685
- Read, J., and B. Hayes. 2003. “The Impact of IELTS on Preparation for Academic Study in New Zealand.” In IELTS Research Reports 2003, edited by R. Tulloh, 153–205. Canberra: IELTS Australia.
- Roche, T., and M. Harrington. 2013. “Recognition Vocabulary Knowledge as a Predictor of Academic Performance in an English as a Foreign Language Setting.” Language Testing in Asia: A Springer Open Journal 3 (12): 133–147.
- Settles, B. 2016. “The Reliability of Duolingo English Test Scores.” Duolingo Research Reports DRR-16-02.
- Trenkic, D., and R. Hu. under review. Coaching for High-Stakes Language Assessment: How Effective is it?
- Trenkic, D., and M. Warmington. 2019. “Language and Literacy Skills of Home and International University Students: How Different are They, and Does it Matter?” Bilingualism: Language and Cognition 22: 349–365. doi:https://doi.org/10.1017/S136672891700075X1-17
- Wagner, E., and A. J. Kunnan. 2015. “The Duolingo English Test (Test Review).” Language Assessment Quareterly 12: 320–331. doi: https://doi.org/10.1080/15434303.2015.1061530
- Wechsler, D. 2011. Wechsler Abbreviated Scale of Intelligence. 2nd ed (WASI-II). Oxford: Pearson.
- Wilson, K. M. 1987. “Patterns of Test Taking and Score Change for Examinees Who Repeat the Test of English as a Foreign Language.” ETS Research Report Series 1987 (1): i–68.
- Xie, Q. 2013. “Does Test Preparation Work Implications for Score Validity.” Language Assessment Quarterly 10: 196–218. doi: https://doi.org/10.1080/15434303.2012.721423
- Yan, A. 2015. Test of Credibility: How Chinese Exam “Cheats” Threaten Students’ Dreams of Studying Abroad. https://www.scmp.com/news/china/money-wealth/article/1874818/test-credibility-how-chinese-exam-cheats-threaten-students.
- Zhang, Y. 2008. “Repeater Analyses for TOEFL iBT.” Research Memorandum. Education Testing Services. https://www.ets.org/Media/Research/pdf/RM-08-05.pdf.
- Zi, M. 2004. New Oriental Guilty of Copyright Violation. http://www.chinadaily.com.cn/english/doc/2004-12/29/content_404573.htm.