| Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension D Zhang, X Yang Foreign Language Annals 49 (4), 699-715, 2016 | 55 | 2016 |
| Assessment accommodations for emergent bilinguals in mainstream classroom assessments: a targeted literature review X Yang International multilingual research journal 14 (3), 217-232, 2020 | 16 | 2020 |
| Developing a word associates test to assess L2 Chinese learners’ vocabulary depth D Zhang, X Yang, CH Lin, Z Gu Chinese as a Second Language Assessment, 115-140, 2017 | 4 | 2017 |
| Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation X Yang, Y Teng, Z Gu, D Zhang Research in Language and Education: An International Journal, 2021 | 2 | 2021 |
| Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study X Yang, B Pak To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an …, 2023 | 1 | 2023 |
| Implementation of Informal Formative Assessment in An Elementary Math Classroom: A Case Study X Yang International Electronic Journal of Elementary Education 16 (2), 207-223, 2023 | 1 | 2023 |
| K-12 Chinese language teachers’ perceptions of classroom portfolio assessment Z Gu, Y Teng, X Yang, D Zhang Classroom Research on Chinese as a Second Language, 239-258, 2019 | 1 | 2019 |
| Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom X Yang International Multilingual Research Journal, 1-24, 2024 | | 2024 |
| Formative Assessment Practices in a Linguistically and Culturally Diverse Elementary Classroom: A Case Study X Yang Michigan State University, 2021 | | 2021 |
