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Peer-reviewed Journals (1,372)

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1	Material Type: Article	Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment Scandinavian journal of educational research, 2018-05, Vol.62 (3), p.333-353 [Peer Reviewed Journal] 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;ISSN: 0031-3831 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2016.1258726 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
2	Material Type: Article	The crypto-growth of "International Schooling": emergent issues and implications Educational review (Birmingham), 2022, Vol.74 (1), p.39-56 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2021.1907316 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
3	Material Type: Article	Test preparation: an international comparison of test takers' preferences Assessment in education : principles, policy & practice, 2021-01, Vol.28 (1), p.13-36 [Peer Reviewed Journal] Crown Copyright 2019. Reproduced with the permission of the Controller of Her Majesty's Stationery Office and the British Council 2019 ;ISSN: 0969-594X ;EISSN: 1465-329X ;DOI: 10.1080/0969594X.2019.1637820 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
4	Material Type: Article	'Start-up' capital: cultivating the elite child in an elite international kindergarten in Shenzhen, China Oxford review of education, 2022-11, Vol.48 (6), p.727-742 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0305-4985 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2021.2013188 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
5	Material Type: Article	Teacher-student interactions and feedback in English as a foreign language classrooms Cambridge journal of education, 2020-05, Vol.50 (3), p.371-389 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2019.1707512 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
6	Material Type: Article	Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study Assessment and evaluation in higher education, 2024-02, Vol.49 (2), p.203-219 [Peer Reviewed Journal] 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2023.2199955 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
7	Material Type: Article	Contortion, loss and moments for joy: insights into writing groups for international doctoral students Teaching in higher education, 2022-05, Vol.27 (4), p.577-592 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 1356-2517 ;EISSN: 1470-1294 ;DOI: 10.1080/13562517.2022.2034146 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
8	Material Type: Article	Towards the Contributing Factors for the Inconsistency Between English as a Foreign Language (EFL) Teachers' Equity-Oriented Cognition and Practices Psychology research and behavior management, 2023-01, Vol.16, p.1631-1646 [Peer Reviewed Journal] 2023 Chen and Abdullah. ;COPYRIGHT 2023 Dove Medical Press Limited ;2023 Chen and Abdullah. 2023 Chen and Abdullah. ;ISSN: 1179-1578 ;EISSN: 1179-1578 ;DOI: 10.2147/PRBM.S409680 ;PMID: 37163133 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
9	Material Type: Article	Navigating the Contact Zone: postcolonial graduate teaching assistants' experiences in a UK higher education institution Teaching in higher education, 2021-04, Vol.26 (3), p.404-421 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1356-2517 ;EISSN: 1470-1294 ;DOI: 10.1080/13562517.2021.1881774 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
10	Material Type: Article	The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education Cambridge journal of education, 2023-09, Vol.53 (5), p.705-724 [Peer Reviewed Journal] 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2023.2206805 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
11	Material Type: Article	Connecting students and researchers: the secondary school student's voice in foreign language education research Cambridge journal of education, 2020-07, Vol.50 (4), p.429-449 [Peer Reviewed Journal] 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2020.1720603 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
12	Material Type: Article	The relationship between learners' academic goal motives and L2 (second language) Willingness to communicate in English language classes: A look at academic goal motives' orientations Cogent psychology, 2020-01, Vol.7 (1) [Peer Reviewed Journal] 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2020 ;2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-1908 ;EISSN: 2331-1908 ;DOI: 10.1080/23311908.2020.1824307 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
13	Material Type: Article	Digitalise and capitalise? Teachers' self-understanding in 21st-century teaching contexts Oxford review of education, 2019-01, Vol.45 (1), p.102-118 [Peer Reviewed Journal] 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 ;ISSN: 0305-4985 ;ISSN: 1465-3915 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2018.1500357 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
14	Material Type: Article	PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically Assessment in education : principles, policy & practice, 2021-07, Vol.28 (4), p.456-476 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0969-594X ;EISSN: 1465-329X ;DOI: 10.1080/0969594X.2021.1951162 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
15	Material Type: Article	Do Medical Students Experience Writing Anxiety While Learning English as a Foreign Language? Psychology research and behavior management, 2020-01, Vol.13, p.883-893 [Peer Reviewed Journal] 2020 Rabadi and Rabadi. ;2020. This work is licensed under https://creativecommons.org/licenses/by-nc/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2020 Rabadi and Rabadi. 2020 Rabadi and Rabadi. ;ISSN: 1179-1578 ;EISSN: 1179-1578 ;DOI: 10.2147/PRBM.S276448 ;PMID: 33162759 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
16	Material Type: Article	Learner engagement with written corrective feedback in ESL and EFL contexts: a qualitative research synthesis using a perception-based framework Assessment and evaluation in higher education, 2023-04, Vol.48 (3), p.276-290 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2022.2072468 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
17	Material Type: Article	The Effects of General Listening Anxiety and Listening Test Anxiety on Self-Perceived Listening Performance Among Chinese English Learners Psychology research and behavior management, 2023-09, Vol.16, p.3541-3560 [Peer Reviewed Journal] COPYRIGHT 2023 Dove Medical Press Limited ;2023 Li et al. 2023 Li et al. ;ISSN: 1179-1578 ;EISSN: 1179-1578 ;DOI: 10.2147/PRBM.S422030 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
18	Material Type: Article	Neural-based automatic scoring model for Chinese-English interpretation with a multi-indicator assessment Connection science, 2022-12, Vol.34 (1), p.1638-1653 [Peer Reviewed Journal] 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0954-0091 ;EISSN: 1360-0494 ;DOI: 10.1080/09540091.2022.2078279 Full text available View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
19	Material Type: Article	Perceptions of Cultural Diversity among Pre-service Teachers Scandinavian journal of educational research, 2023-02, Vol.67 (2), p.212-224 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;info:eu-repo/semantics/openAccess ;ISSN: 0031-3831 ;ISSN: 1470-1170 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2021.2006300 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by
20	Material Type: Article	Analytic or holistic? A study about how to increase the agreement in teachers' grading Assessment in education : principles, policy & practice, 2021, Vol.28 (3), p.212-227 [Peer Reviewed Journal] 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0969-594X ;ISSN: 1465-329X ;EISSN: 1465-329X ;DOI: 10.1080/0969594X.2021.1884041 Digital Resources/Online E-Resources View Online Details Recommendations Reviews Times Cited External Links Citations Cited by

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Results 1 - 20 of 1,373 for All Library Resources

2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2017 ;ISSN: 0031-3831 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2016.1258726

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 0013-1911 ;EISSN: 1465-3397 ;DOI: 10.1080/00131911.2021.1907316

Crown Copyright 2019. Reproduced with the permission of the Controller of Her Majesty's Stationery Office and the British Council 2019 ;ISSN: 0969-594X ;EISSN: 1465-329X ;DOI: 10.1080/0969594X.2019.1637820

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0305-4985 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2021.2013188

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2019.1707512

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2023 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2023.2199955

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 1356-2517 ;EISSN: 1470-1294 ;DOI: 10.1080/13562517.2022.2034146

2023 Chen and Abdullah. ;COPYRIGHT 2023 Dove Medical Press Limited ;2023 Chen and Abdullah. 2023 Chen and Abdullah. ;ISSN: 1179-1578 ;EISSN: 1179-1578 ;DOI: 10.2147/PRBM.S409680 ;PMID: 37163133

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;ISSN: 1356-2517 ;EISSN: 1470-1294 ;DOI: 10.1080/13562517.2021.1881774

2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2023 ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2023.2206805

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0305-764X ;EISSN: 1469-3577 ;DOI: 10.1080/0305764X.2020.1720603

2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 ;ISSN: 0305-4985 ;ISSN: 1465-3915 ;EISSN: 1465-3915 ;DOI: 10.1080/03054985.2018.1500357

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0969-594X ;EISSN: 1465-329X ;DOI: 10.1080/0969594X.2021.1951162

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0260-2938 ;EISSN: 1469-297X ;DOI: 10.1080/02602938.2022.2072468

COPYRIGHT 2023 Dove Medical Press Limited ;2023 Li et al. 2023 Li et al. ;ISSN: 1179-1578 ;EISSN: 1179-1578 ;DOI: 10.2147/PRBM.S422030

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2021 ;info:eu-repo/semantics/openAccess ;ISSN: 0031-3831 ;ISSN: 1470-1170 ;EISSN: 1470-1170 ;DOI: 10.1080/00313831.2021.2006300

2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2021 ;ISSN: 0969-594X ;ISSN: 1465-329X ;EISSN: 1465-329X ;DOI: 10.1080/0969594X.2021.1884041

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