Browse By Person: May, Lynette
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Number of items: 19.
May, Lynette A. (2000) Assessment of oral proficiency in EAP programs : a case for pair interaction. Language & Communication Review, 9(1), pp. 13-19.
McNamara, Tim, Hill, Kathryn, & May, Lynette A. (2002) Discourse and assessment. Annual Review of Applied Linguistics, 22, pp. 221-242.
May, Lynette Anne (2005) The reading project : An alternative approach to assessing reading. In Kwah, Poh Foong & Vallance, Michael (Eds.) Teaching English to Chinese ESL Students: Classroom practices. Pearson Education, Singapore, pp. 110-115.
May, Lynette A. (2006) An examination of rater orientations on a paired candidate discussion task through stimulated verbal recall. Melbourne Papers in Language Testing (MPLT), 11(1), pp. 29-51.
May, Lynette A. (2009) Co-constructed interaction in a paired speaking test : the rater's perspective. Language Testing, 26(3), pp. 397-422.
May, Lynette A. (2010) Developing speaking assessment tasks to reflect the 'social turn' in language testing. University of Sydney Papers in TESOL, 5, pp. 1-30.
May, Lynette A. (2011) Interactional competence in a paired speaking test : features salient to raters. Language Assessment Quarterly, 8(2), pp. 127-145.
Doherty, Catherine A., Kettle, Margaret A., May, Lynette A., & Caukill, Emma (2011) Talking the talk : oracy demands in first year university assessment tasks. Assessment in Education, 18(1), pp. 27-39.
May, Lyn (2011) Interaction in a Paired Speaking Test : the Rater's Perspective. Language Testing and Evaluation, 24. Peter Lang, Frankfurt, Germany.
Kettle, Margaret A. & May, Lynette A. (2012) The ascendancy of oracy in university courses: Implications for teachers and second language users. In Gitsaki, Christina & Baldauf, Richard (Eds.) The Future Directions in Applied Linguistics: Local and Global Perspectives. Cambridge Scholars Publishing.
Hoang, Viet-Ngu, May, Lynette A., & Tang, Tommy (2012) The effects of linguistic factors on student performance on economics multiple choice questions. Social Science Research Network.
Dooley, Karen & May, Lyn (2013) Bilingualism, literacy and NAPLAN : ongoing challenges for EAL/D education [Editorial]. TESOL in Context.
Chen, Qiuxian, Kettle, Margaret A., Klenowski, Val, & May, Lyn (2013) Interpretations of formative assessment in the teaching of English at two Chinese universities : a sociocultural perspective. Assessment and Evaluation in Higher Education, 38(7), pp. 831-846.
Mu, Guanglun Michael, Zheng, Xinrong, Jia, Ning, Li, Xiaohua, Wang, Shaoyi, Chen, Yachuan, et al. (2013) Revisiting educational equity and quality in China through confucianism, policy, research, and practice. The Australian Educational Researcher, 40(3), pp. 373-389.
May, Lyn & Dooley, Karen (2014) Editorial - Assessment of EAL/D learners : the validity of teachers' professional judgements. TESOL in Context, 24(2), pp. 2-5.
Chen, Qiuxian, May, Lynette A., Klenowski, Valentina, & Kettle, Margaret A. (2014) The enactment of formative assessment in English language classrooms in two Chinese universities : teacher and student responses. Assessment in Education: Principles, Policy and Practice, 21(3), pp. 271-285.
Chen, Qiuxian & May, Lyn (2016) Chinese EFL students' response to an assessment policy change. In Yu, Guoxing & Jin, Yan (Eds.) Assessing Chinese Learners of English: Language Constructs, Consequences and Conundrums. Palgrave Macmilan, United Kingdom, pp. 199-218.
Tran, Duyen T., Kettle, Margaret, May, Lyn, & Klenowski, Valentina (2016) Mediation of institutional English language policies on Vietnamese university teachers' classroom practices. Asia-Pacific Education Researcher. (In Press)
Knoch, Ute, May, Lyn, Macqueen, Susy, Pill, John, & Storch, Neomy (2016) Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands. British Council and IELTS Australia, Australia.