Ryan M. Damerow is Chief Operating Officer of The International Research Foundation for English Language Education (TIRF), Monterey, USA.Kathleen M. Bailey is Professor at Middlebury Institute of International Studies at Monterey, USA. She is President of TIRF.

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• 1. An Introduction to Research on Chinese-speaking Learners of English. Part 1: Language Assessment. 2. The Applicability of the CSE as a Self-Assessment Tool for School Teachers. 3. Washback of College Entrance English Exam on Student Perceptions of Learning in a Chinese Rural City. 4. The Effectiveness of Construct-Relevant and Construct Irrelevant Strategic Processes on Chinese EFL Learners’ Test Performance. 5. The Syntactic Complexity Advantage of Argumentative Discourse for L2 Learners. 6. Linking the Aptis Test to China’s Standards of English Language Ability. Part 2: Perceptions in University Contexts. 7. Chinese EFL Learners' Perceptions of the Construct of English Academic Writing. 8. Perceptions of ESP in Taiwan: A Case Study. 9. Perceptual Judgments of Chinese Mandarin-English Speakers by Listeners from Shared and Different L1 Backgrounds. 10. Correlations Between Task Difficulty Perceptions and Pragmatic Task Performances of Chinese Learners of English. Part 3. Technology and Young Learners. 11. The Role of Online Teacher Beliefs in a Supplementary English E-Learning Class in Rural China: An Ethnographic Case Study. 12. Creating Multimodal Design Spaces for Language Learners through Global Digital Storytelling. 13. Learning English through Educational Media: Drawing from Children’s Linguistic Repertoires. 14. Young Language Learners’ Strategy Use and Perceptions of Picture-Based Speaking Tasks. Epilogue.

Ryan M. Damerow is Chief Operating Officer of The International Research Foundation for English Language Education (TIRF), Monterey, USA.Kathleen M. Bailey is Professor at Middlebury Institute of International Studies at Monterey, USA. She is President of TIRF.

Select Guide Rating

• 1. An Introduction to Research on Chinese-speaking Learners of English. Part 1: Language Assessment. 2. The Applicability of the CSE as a Self-Assessment Tool for School Teachers. 3. Washback of College Entrance English Exam on Student Perceptions of Learning in a Chinese Rural City. 4. The Effectiveness of Construct-Relevant and Construct Irrelevant Strategic Processes on Chinese EFL Learners’ Test Performance. 5. The Syntactic Complexity Advantage of Argumentative Discourse for L2 Learners. 6. Linking the Aptis Test to China’s Standards of English Language Ability. Part 2: Perceptions in University Contexts. 7. Chinese EFL Learners' Perceptions of the Construct of English Academic Writing. 8. Perceptions of ESP in Taiwan: A Case Study. 9. Perceptual Judgments of Chinese Mandarin-English Speakers by Listeners from Shared and Different L1 Backgrounds. 10. Correlations Between Task Difficulty Perceptions and Pragmatic Task Performances of Chinese Learners of English. Part 3. Technology and Young Learners. 11. The Role of Online Teacher Beliefs in a Supplementary English E-Learning Class in Rural China: An Ethnographic Case Study. 12. Creating Multimodal Design Spaces for Language Learners through Global Digital Storytelling. 13. Learning English through Educational Media: Drawing from Children’s Linguistic Repertoires. 14. Young Language Learners’ Strategy Use and Perceptions of Picture-Based Speaking Tasks. Epilogue.