Washback into an Ecosystem of Teaching, Learning and Testing within Asia and Beyond: An Interview with Liying Cheng

Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Liying’s key publications on washbackMei, Y., & Cheng, L. (2019). Impact of a high-stakes test on education: Evidence from newspaperdata. Foreign Language Testing and Teaching 《外语测试与教学》, 1, 1–15.Zheng, Y., & Cheng, L. (2018). How does anxiety in foreign language classrooms and cognitivetests influence language performance? Language Testing in Asia, 8(13). https://doi.org/10.1186/s40468-018-0065-4Cheng, L., & Ma, J. (2015). “It puts us in our students’ shoes”: Listening to voices from teachercandidates on their test-taking experience. International Journal of Humanities and Social ScienceResearch, 1, 46–56.Song, X., Cheng, L., & Klinger, D. (2015). DIF investigation across groups of gender and academicbackground in a large-scale high-stakes language test. Papers in Language Testing and Assessment, 4(1), 97–124.Cheng, L., & Sun, Y. (2015). Interpreting the impact of the Ontario Secondary School Literacy Teston second language students within argument-based validation framework. Language AssessmentQuarterly, 12, 50–66. https://doi.org/10.1186/s40468-018-0065-4Cheng, L., Klinger, D., Fox, J., Doe, C., Jin, Y., & Wu, J. (2014). Motivation and test anxiety in testperformance across three testing contexts: The CAEL, CET and GEPT. TESOL Quarterly. 48(2),300–330. https://doi.org/10.1186/s40468-018-0065-4: 10.1002/tesq.105Mei, Y., & Cheng, L. (2014). Scoring fairness in large-scale high-stakes English language testing:An examination of the National Matriculation English Test. In Conium, D. (Ed.), Englishlanguage education and assessment: Recent developments in Hong Kong and Chinese mainland(pp.171–187). Singapore: Springer Science+Business Media. https://doi.org/10.1186/s40468-018-0065-4Sun, Y., & Cheng, L. (2013). Assessing second/foreign language competence using translation: Thecase of the College English Test in China. In Tsagari, D., & Floros, G. (Eds.), Translation in languageteaching and assessment (pp. 235–252). Newcastle upon Tyne: Cambridge Scholars Publishing.Cheng, L., Klinger, D., & Zheng, Y. (2013). Factors influencing ESL/ELD students’ performance onthe Ontario Secondary School Literacy Test. Foreign Language Testing and Teaching 《外语测试与教学》, 4, 26–41.DeLuca, C., Cheng, L., Fox, J., Doe, C., & Li, M. (2013). Putting testing researchers to the test: Anexploratory study on the TOEFL iBT. System, 41(3), 663–676.Jin, Y., & Cheng, L. (2013). The effects of psychological factors on the validity of high-stakes tests.Modern Foreign Languages 《现代外语》, 36(1), 62–69.Cheng, L., Andrews, S., & Yu, Y. (2011). Impact and consequences of school-based assessment inHong Kong: Views from students and their parents. Language Testing, 28, 221–250.Doe, C., Cheng, L., Fox, J., Klinger, D., & Zheng, Y. (2011). What has experience got to do with it? Anexploration of L1 and L2 OSSLT test takers’ feelings, perceptions of test performance, and alignment to classroom literacy activities. Canadian Journal of Education, 34, 68–85.Han, H., & Cheng, L. (2011). Tracking the success of ESL students within the context of the OntarioSecondary School Literacy Test. Canadian and International Education Journal, 40(1), 76–96.Zheng, Y., Klinger, D., Cheng, L., Fox, J., & Doe, C. (2011). Test-takers’ background, literacyactivities, and their views of the Ontario Secondary School Literacy Test. Alberta Journal ofEducational Research, 57, 115–136.Cheng, L., & DeLuca, C. (2011). Voices from test-takers: Further evidence for test validation and testuse. Educational Assessment, 16, 104–122.