Test review: College English Test (CET) in China
By Ying Zheng, Liying Cheng. 2008
184 citations recorded by the source corpus.
Subfields: Information Systems
View Paper: https://www.semanticscholar.org/paper/2a1cf4dd1d9720fe657be23ed5f52b9f32d2a7a5
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In Information Systems
Citations in the corpus
- Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “Speaking is an optional choice for students after they complete the CET test (Zheng & Cheng, 2008).”
- Criterion-referenced and norm-referenced assessments: compatibility and complementarity (2016, methodology): “The national College English Test (CET) in China provides ‘the dual function’ using criteria related to norms (Zheng and Cheng 2008, 416), with benchmarks adopted for the two levels (i.e. CET-4 and CET-6), but with scores also equated with predetermined norms (Yang and Jin 2001).”
- Is English-medium instruction effective in improving Chinese undergraduate students' English competence? (2014, methodology): “Some researchers (e.g., Gu & Liu 2005; Zheng & Cheng 2008) have questioned the tests’ capacity to assess communicative competence because they largely focus on linguistic knowledge.”
- Teaching oral English in higher education: challenges to EFL teachers (2011, background): “Language tests, which have a critical role in English education in China are redesigned to place increased attention to listening and speaking (Wu 2001; Zheng and Cheng 2008).”