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Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format Example of Language Testing in Asia format
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open access Open Access

Language Testing in Asia — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Language and Linguistics #122 of 879 down down by None rank
Linguistics and Language #139 of 935 down down by None rank
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 75 Published Papers | 149 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 04/06/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

2.0

100% from 2019

CiteRatio for Language Testing in Asia from 2016 - 2020
Year Value
2020 2.0
2019 1.0
2018 0.3
graph view Graph view
table view Table view

0.486

75% from 2019

SJR for Language Testing in Asia from 2019 - 2020
Year Value
2020 0.486
2019 0.277
graph view Graph view
table view Table view

1.51

102% from 2019

SNIP for Language Testing in Asia from 2018 - 2020
Year Value
2020 1.51
2019 0.747
2018 0.398
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 100% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 75% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 102% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Language Testing in Asia

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Springer

Language Testing in Asia

Approved by publishing and review experts on SciSpace, this template is built as per for Language Testing in Asia formatting guidelines as mentioned in Springer author instructions. The current version was created on and has been used by 863 authors to write and format their manuscripts to this journal.

Proficiency

i
Last updated on
04 Jun 2020
i
ISSN
2229-0443
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Citation Type
Author Year
(Blonder et al, 1982)
i
Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1186/2229-0443-1-3-36
The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child
15 Oct 2011 - Language Testing in Asia

Abstract:

This essay describes the various problems China faces on account of its exam-centric education system and pedagogy. Along with interviews and focus groups, this study draws on survey responses from 43 Chinese high school students enrolled in the Yunnan Province's No. 10 school. Moreover, this essay explores the policy argumen... This essay describes the various problems China faces on account of its exam-centric education system and pedagogy. Along with interviews and focus groups, this study draws on survey responses from 43 Chinese high school students enrolled in the Yunnan Province's No. 10 school. Moreover, this essay explores the policy arguments and key assumptions underlying this pedagogical approach as well as the negative influences exam-oriented education systems have on Chinese students, who view education as nothing more than merely passing examinations. This particular approach, at its worst, can stifle a student's imagination, creativity, and sense of self, qualities crucial for a child's ultimate success in and out of the classroom. The study suggests moderate pressure to excel in school, when paired with deemphasizing high-stakes testing, better motivates students and improves student success and psychological health, both in terms of academic success and also a productive adulthood. read more read less

Topics:

Outcome-based education (54%)54% related to the paper, Teaching method (51%)51% related to the paper
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138 Citations
open accessOpen access Journal Article DOI: 10.1186/2229-0443-3-12
Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting
Thomas Roche1, Michael Harrington2
30 Apr 2013 - Language Testing in Asia

Abstract:

This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education program in an English-as-a-Foreign-Language (EFL) context. Vocabulary knowledge was measured using a Timed YES/NO (TYN)... This paper presents findings of a study of recognition vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and overall Academic Achievement in an English medium higher education program in an English-as-a-Foreign-Language (EFL) context. Vocabulary knowledge was measured using a Timed YES/NO (TYN) test. AEP was assessed using an academic writing test based on IELTS. Performance on these measures was correlated with Grade Point Average (GPA) as a measure of academic achievement for Arabic L1 users (N=70) at an English-medium College of Applied Sciences in the Sultanate of Oman. Vocabulary size and speed correlated with both academic writing and GPA measures. The combined vocabulary and writing measures were also examined as predictors of academic achievement. The TYN test is discussed as reliable, cost and time effective general measure of AEP and for showing if students have the necessary vocabulary knowledge to undertake study in a tertiary level English medium program. read more read less

Topics:

Vocabulary (63%)63% related to the paper, English for academic purposes (61%)61% related to the paper, Academic achievement (61%)61% related to the paper, Test of English as a Foreign Language (59%)59% related to the paper, Academic writing (56%)56% related to the paper
View PDF
69 Citations
open accessOpen access Journal Article DOI: 10.1186/S40468-018-0065-4
How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety
Ying Zheng1, Liying Cheng2
01 Jul 2018 - Language Testing in Asia

Abstract:

This study examined the relationships between students’ foreign language classroom anxiety and cognitive test anxiety and their College English Test Band 4 (CET-4) performance. A questionnaire was distributed to 921 Chinese university students to understand the nature and degree of the examined relationships. Follow-up interv... This study examined the relationships between students’ foreign language classroom anxiety and cognitive test anxiety and their College English Test Band 4 (CET-4) performance. A questionnaire was distributed to 921 Chinese university students to understand the nature and degree of the examined relationships. Follow-up interviews with 12 students were used to shed further light on uncovering mechanisms of relationships found in the survey. Results revealed three factors of anxiety, explaining 43.14% of the total variance examined in the quesionnaire items. Means, standard deviations, the internal consistency for each factor, and zero-order correlations among the three factors were calculated. Correlation and multiple regression of the anxiety factors and test scores were then conducted. Results confirmed that cognitive test anxiety factor was a significant negative predictor of language achievement. Interview results did not fully support the relationships found in the survey. Most students did not perceive themselves to be very anxious in their university settings, either in classrooms or in testing situations. However, they did express their anxiety toward English speaking skills in the classroom. The differential perspectives of anxiety revealed from both analyses indicate that a better understanding of language classroom anxiety and cognitive test anxiety can help students and teachers optimize their foreign langauge learning and teaching practices. read more read less

Topics:

Test anxiety (70%)70% related to the paper, Anxiety (68%)68% related to the paper, Cognitive test (53%)53% related to the paper, Foreign language (52%)52% related to the paper
View PDF
69 Citations
open accessOpen access Journal Article DOI: 10.1186/2229-0443-3-11
Peer assessment in an EFL context: attitudes and friendship bias
Maryam Azarnoosh1
17 Apr 2013 - Language Testing in Asia

Abstract:

This study reports a research project which compared teacher and peer assessment of English university students’ compositions. In addition, it investigated possible friendship bias in peer assessment as well as the impacts of this practice on learners’ attitudes towards it. To this aim, a total of 38 university students of En... This study reports a research project which compared teacher and peer assessment of English university students’ compositions. In addition, it investigated possible friendship bias in peer assessment as well as the impacts of this practice on learners’ attitudes towards it. To this aim, a total of 38 university students of English who were passing their writing course took a proficiency test and filled in a pre-questionnaire. Afterwards, training and practice sessions on using Jacobs et al.’s composition profile followed. The actual peer assessment of compositions, teacher assessment, and administration of a post-questionnaire were the subsequent practices employed respectively. To analyze the collected data from the 26 subjects who participated in all parts of the study paired-sample t-tests and chi square were applied. The results revealed no significant difference between the learners’ peer assessment and teacher assessment. No friendship bias was found in peer assessment, but this practice led to the change of students’ attitudes towards a positive perception on peer assessment. read more read less

Topics:

Peer feedback (65%)65% related to the paper, Alternative assessment (64%)64% related to the paper, Peer assessment (63%)63% related to the paper, Friendship (51%)51% related to the paper
View PDF
69 Citations
open accessOpen access Journal Article DOI: 10.1186/2229-0443-4-4
Developing and evaluating a dynamic assessment of listening comprehension in an EFL context
Sahbi Hidri1
02 May 2014 - Language Testing in Asia

Abstract:

This study addressed a need to examine and improve current assessments of listening comprehension (LC) of university EFL learners. These assessments adopted a traditional approach where test-takers listened to an audio recording of a spoken interaction and then independently responded to a set of questions. This static approa... This study addressed a need to examine and improve current assessments of listening comprehension (LC) of university EFL learners. These assessments adopted a traditional approach where test-takers listened to an audio recording of a spoken interaction and then independently responded to a set of questions. This static approach to assessment is at odds with the way teaching listening was carried out in the classroom, where LC tasks often involved some scaffolding. To address this limitation, a dynamic assessment (DA) of a listening test was proposed and investigated. DA involves mediation and meaning negotiation when responding to LC tasks and items. This paper described: (a) the local assessment context, (b) the relevance of DA in this context, and (c) the findings of an empirical study that examined the new and current LC assessments. Sixty Tunisian EFL students responded to a LC test with two parts, static and dynamic. The tests were scored by 11 raters. Both the test-takers and raters were interviewed about their views of the two assessments. Score analyses, using the Multi-Facet Rasch Measurement (MFRM) (FACETS program, version, 3.61.0), indicated that test-taker ability, rater behavior and item difficulty estimates varied across test types. Qualitative data analysis indicated that although the new assessment provided better insights into learners' cognitive and meta-cognitive processes than did the traditional assessment, raters were doubtful about the value of and processes involved in DA mainly because they were unfamiliar with it. The paper discussed the findings and their implications for listening assessment practices in this context and for theory and research on listening assessment. read more read less

Topics:

Active listening (58%)58% related to the paper, Dynamic assessment (55%)55% related to the paper, Context (language use) (51%)51% related to the paper, Rasch model (51%)51% related to the paper
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50 Citations
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Frequently asked questions

1. Can I write Language Testing in Asia in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Language Testing in Asia guidelines and auto format it.

2. Do you follow the Language Testing in Asia guidelines?

Yes, the template is compliant with the Language Testing in Asia guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Language Testing in Asia?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Language Testing in Asia citation style.

4. Can I use the Language Testing in Asia templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Language Testing in Asia.

5. Can I use a manuscript in Language Testing in Asia that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Language Testing in Asia that you can download at the end.

6. How long does it usually take you to format my papers in Language Testing in Asia?

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7. Where can I find the template for the Language Testing in Asia?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Testing in Asia's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Language Testing in Asia's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Language Testing in Asia an online tool or is there a desktop version?

SciSpace's Language Testing in Asia is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

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11. What is the output that I would get after using Language Testing in Asia?

After writing your paper autoformatting in Language Testing in Asia, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Language Testing in Asia's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Language Testing in Asia?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Language Testing in Asia. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Language Testing in Asia?

The 5 most common citation types in order of usage for Language Testing in Asia are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Language Testing in Asia?

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16. Can I download Language Testing in Asia in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Language Testing in Asia Endnote style according to Elsevier guidelines.

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