- Ma, M. (2023). Exploring learning-oriented assessment in EAP writing classrooms: Teacher and student perspectives. Language Testing in Asia13, 33. https://doi.org/10.1186/s40468-023-00249-x
- Ma, J., & Bui, G. (2022). Implementing continuous assessment in an academic English writing course: An exploratory study. Assessing Writing, 53, 100629.
https://doi.org/10.1016/j.asw.2022.100629
- Ma, J., & Bui, G. (to appear 2021). Chinese EFL teachers’ conceptions of assessment: A mixed-methods study. Studies in Second Language Learning and Teaching, 11(3).
- Ma, J., Wang, C., & Teng, M. F. (2021). Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro-and Macro-Contexts. The Asia-Pacific Education Researcher, 1-13.
- Ma, J. J. (2018). Student perceptions of assessment-for-learning practices in an English for academic purposes course, English Teaching and Learning, 42 (2),155-183.
- Ma, J. J. (2018). Usability of teacher written feedback: Exploring feedback practices and perceptions of teacher and students. Electronic Journal of Foreign Language Teaching, 15 (1), 23-38.
- Ma, J. J. (2017). Using formative assessment to facilitate learner self-regulation: A case study of assessment practices and student perceptions in Hong Kong. Taiwan Journal of TESOL, 14 (1), 87-118.
- Ma, J. J. (2012). EFL Students’ decision-making and criteria use in peer review: Influence of teacher writing beliefs. English Teaching and Learning, 36(3), 87-132.
- Ma. J. J. (2012). Student performance in peer review: The role of learner beliefs. Research Studies in Education, 10, 83-100.
- Ma, Jingjing. (2010). Chinese EFL learners’ decision-making while evaluating peers’ texts. International Journal of English Studies, 10 (2), 99-120.
- Ma, Jingjing & Xiong, Xueliang (2004). On FCT-driven antecedent selection in multi-antecedent ontext, Foreign Languages and Their Teaching, 179 (2), 1-3.
- Ma, Jingjing (2004). A pragmatic analysis of indirect anaphora with double candidate antecedents, Journal of PLA University of Foreign Languages, 27 (3), 13-18.
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- Ma, J. J. (2020) L2 students’ engagement with written corrective feedback. In J. Liontas (Ed.), TESOL Encyclopedia Online Updates. John Wiley & Sons.
- Ma, J. J. & Teng, F. (2020). Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study. In B. Reynolds & F. Teng (Eds.). Innovative approaches in teaching writing to Chinese speakers. Berlin, Boston: De Gruyter Mouton.
- Ma, J. J. (2019). Hong Kong college students’ perceptions of continuous assessment in the context of academic literacy instruction. In B. Reynolds & F. Teng (Eds.). English Literacy Instruction in Chinese Speaking Asia. Singapore: Palgrave MacMillan.
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- Competitive Research Funding for the Local Self-financing Degree Sector, Faculty Development Scheme. (Ref. UGC/FDS14/H02/21)—HKD691, 394. Exploring Teacher-Supported Peer Feedback: Developing Student Feedback Literacy and Writing Quality. (18 months). Research Grant Council (RGC). https://www.ugc.edu.hk/eng/rgc/funding_opport/fds/funded%20research/fds2122.html
- Competitive Research Funding for the Local Self-financing Degree Sector, Faculty Development Scheme. (Ref. UGC/FDS14/H08/14)—HKD562, 971 Exploring English teachers’ assessment practices and student perceptions of them in Hong Kong’s self-financing tertiary education context (Dec., 2014-Dec., 2016). Research Grant Council (RGC). http://www.ugc.edu.hk/eng/rgc/result/sf/fds1415.htm
- Small Research Grant (Ref. SRGS-13-03)–HKD28,600 Exploring learning-oriented assessment in Hong Kong’s self-financing tertiary education context (Feb., 2014-Jan., 2015). Federation for Self-financing Tertiary Education (FSTE). http://www.fste.edu.hk/projects.aspx?pageid=07
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