J

• Ahmadi, A., & Sadeghi, E. (2016). Assessing English language learners’ oral performance: A comparison of monologue, interview, and group oral test. Language Assessment Quarterly, 13(4), 341-358. https://doi.org/10.1080/15434303.2016.1236797

• Bachman, L. F., Lynch, B. K., & Mason, M. (1995). Investigating variability in tasks and rater judgements in a performance test of foreign language speaking. Language Testing, 12(2), 238-257. https://doi.org/10.1177/026553229501200206

• Bijani, H. (2018). Investigating the validity of oral assessment rater training program: A mixed-methods study of raters’ perceptions and attitudes before and after training. Cogent Education, 5(1), Article 1460901. https://doi.org/10.1080/2331186X.2018.1460901

• Brennan, R. L. (1992). Generalizability theory. Educational Measurement: Issues and Practice, 11(4), 27-34. https://doi.org/10.1111/j.1745-3992.1992.tb00260.x

• Brooks, L. (2009). Interacting in pairs in a test of oral proficiency: Co-constructing a better performance. Language Testing, 26(3), 341-366. https://doi.org/10.1177/0265532209104666

• Brown, H. D. (2000). Principles of language learning and teaching. Addison Wesley Longman Inc.

• Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). Pearson Education.

• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1

• Chalhoub‐Deville, M., & Wigglesworth, G. (2005). Rater judgment and English language speaking proficiency. World Englishes, 24(3), 383-391. https://doi.org/10.1111/j.0083-2919.2005.00419.x

• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice-Hall.

• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

• Fan, J., & Ji, P. (2014). Test candidates’ attitudes and their test performance: The case of the Fudan English Test. University of Sydney Papers in TESOL, 9, 1-35.

• Fan, J., & Yan, X. (2020). Assessing speaking proficiency: A narrative review of speaking assessment research within the argument-based validation framework. Frontiers in Psychology, 11, Article 330. https://doi.org/10.3389/fpsyg.2020.00330

• Ginther, A. (2020). Assessment of speaking. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). Wiley. https://doi.org/10.1002/9781405198431.wbeal0052.pub2

• Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語文化研究 [Ritsumeikan Language and Culture Studies], 22(1), 7–18.

• Kang, O., & Wang, L. (2014). Impact of different task types on candidates’ speaking performances and interactive features that distinguish between CEFR levels. Research Notes, 57, 40-49.

• Kang, O., Rubin, D., & Kermad, A. (2019). The effect of training and rater differences on oral proficiency assessment. Language Testing, 36(4), 481-504. https://doi.org/10.1177/0265532219849522

• Le, V. C. (2017). English language education in Vietnamese universities: National benchmarking in practice. In E. S. Park & B. Spolsky (Eds.), English education at the tertiary level in Asia: From theory to practice (pp. 283–292). Routledge. https://doi.org/10.4324/9781315391588-11

• Liontas, J. I., & Siegel, M. (2019). Cultural perspectives in teaching speaking. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0696

• Liu, L., & Jia, G. (2017). Looking beyond Scores: Validating a CEFR-based university speaking assessment in Mainland China. Language Testing in Asia, 7, Article 2. https://doi.org/10.1186/s40468-017-0034-3

• Lumley, T., & McNamara, T. F. (1995). Rater characteristics and rater bias: Implications for training. Language Testing, 12(1), 54-71. https://doi.org/10.1177/026553229501200104

• Lynch, B. K., & McNamara, T. F. (1998). Using G-theory and many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants. Language Testing, 15(2), 158-180. https://doi.org/10.1177/026553229801500202

• McNamara, T., Knoch, U., & Fan, J. (2019). Fairness, justice & language assessment. Oxford University Press.

• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

• MOET. (2015). Decision No. 729/QD-BGDDT: Approving VSTEP.3-5 format based on the Vietnamese version of the Common European Framework of Reference for Languages. Thukyluat.vn. https://thukyluat.vn/vb/quyet-dinh-729-qd-bgddt-de-thi-danh-gia-nang-luc-su-dung-tieng-anh-tu-bac-3-den-bac-5-416b4.html

• Namaziandost, E. (2019). The assessment of oral proficiency through holistic and analytic techniques of scoring: A comparative study. Applied Linguistics Research Journal, 3(2), 70-82. https://doi.org/10.14744/alrj.2019.83792

• Namaziandost, E., Banari, R., & Momtaz, S. (2019). Evaluating oral proficiency skill through analytics and holistic ways of scoring. Humanities & Social Sciences Reviews, 7(5), 424-433. https://doi.org/10.18510/hssr.2019.7547

• Nguyen, A. T. (2015). Towards an examiners training model for standardized oral assessment qualities in Vietnam. Malaysian Journal of ELT Research, 11(1), 41-51.

• Nguyen, T. (2017, March 26-29). Vietnam’s National Foreign Language 2020 Project after 9 years: A difficult stage [Paper presentation]. The Asian Conference on Education & International Development. Japan.

• Nguyen, T. N. Q. (2018). A study on the validity of Vstep writing tests for the sake of regional and international integration. VNU Journal of Foreign Studies, 34(4), 115-128. https://doi.org/10.25073/2525-2445/vnufs.4285

• Nguyen, T. N. Q. (2019). Vietnamese standardized test of English proficiency: A panorama. In L. I. Su, C. J. Weir, & J. R. W. Wu (Eds.), English language proficiency testing in Asia: A new paradigm bridging global and local contexts (pp. 71–100). Routledge. https://doi.org/10.4324/9781351254021-4

• Nguyen, T. N. Q., Nguyen, T. Q. Y., Tran, T. T. H., Nguyen, T. P. T., Bui, T. S., Nguyen, T. C., & Nguyen, Q. H. (2020). The effectiveness of Vstep.3-5 speaking rater training. VNU Journal of Foreign Studies, 36(4), 99-112. https://doi.org/10.25073/2525-2445/vnufs.4577

• Nguyen, T. P. T. (2018). An investigation into the content validity of a Vietnamese standardized test of English proficiency (Vstep.3-5) reading test. VNU Journal of Foreign Studies, 34(4), 129-142. https://doi.org/10.25073/2525-2445/vnufs.4286

• Norton, J. (2005). The paired format in the Cambridge speaking tests. ELT Journal, 59(4), 287-297. https://doi.org/10.1093/elt/cci057

• O’Sullivan, B. (2002). Learner acquaintanceship and oral proficiency test pair-task performance. Language Testing, 19(3), 277-295. https://doi.org/10.1191/0265532202lt205oa

• Ockey, G. J. (2018). Oral language proficiency tests. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-5). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0234

• Pham, T. N., & Bui, L. T. P. (2019). An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam. Language Testing in Asia, 9, 15. https://doi.org/10.1186/s40468-019-0091-x

• Plough, I. C. (2018). Speaking assessment for high-stakes testing. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0235

• Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. The Canadian Modern Language Review, 65(3), 395-412. https://doi.org/10.3138/cmlr.65.3.395

• Seifoori, Z., & Vahidi, Z. (2012). The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions. Language Awareness, 21(1-2), 101-112. https://doi.org/10.1080/09658416.2011.639894

• The Prime Minister of the Socialist Republic of Vietnam (2008). Decision No 1400/QD-TTg. https://vanbanphapluat.co/1400-qd-ttg

• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246. https://doi.org/10.1177/1098214005283748

• Vu, T. P. A. (2016, October 13-14). 25 years of language assessment in Vietnam: Looking back and looking forward [Paper presentation]. International Conference on English Language Assessment. Hanoi, Vietnam.

• Walkinshaw, I., & Duong, O. T. H. (2012). Native- and non-native speaking English teachers in Vietnam: Weighing the Benefits. TESL-EJ, 16(3).

• Winke, P. (2013). The effectiveness of interactive group orals for placement testing. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 247-268). John Benjamins.

• Wu, J. R. W. (2012). GEPT and English language teaching and testing in Taiwan. Language Assessment Quarterly, 9(1), 11-25. https://doi.org/10.1080/15434303.2011.553251

• Zhang, Y., & Elder, C. (2014). Investigating native and non-native English-speaking teacher raters’ judgements of oral proficiency in the College English Test-Spoken English Test (CET-SET). Assessment in Education: Principles, Policy & Practice, 21(3), 306-325. https://doi.org/10.1080/0969594X.2013.845547

• Ahmadi, A., & Sadeghi, E. (2016). Assessing English language learners’ oral performance: A comparison of monologue, interview, and group oral test. Language Assessment Quarterly, 13(4), 341-358. https://doi.org/10.1080/15434303.2016.1236797

• Bachman, L. F., Lynch, B. K., & Mason, M. (1995). Investigating variability in tasks and rater judgements in a performance test of foreign language speaking. Language Testing, 12(2), 238-257. https://doi.org/10.1177/026553229501200206

• Bijani, H. (2018). Investigating the validity of oral assessment rater training program: A mixed-methods study of raters’ perceptions and attitudes before and after training. Cogent Education, 5(1), Article 1460901. https://doi.org/10.1080/2331186X.2018.1460901

• Brennan, R. L. (1992). Generalizability theory. Educational Measurement: Issues and Practice, 11(4), 27-34. https://doi.org/10.1111/j.1745-3992.1992.tb00260.x

• Brooks, L. (2009). Interacting in pairs in a test of oral proficiency: Co-constructing a better performance. Language Testing, 26(3), 341-366. https://doi.org/10.1177/0265532209104666

• Brown, H. D. (2000). Principles of language learning and teaching. Addison Wesley Longman Inc.

• Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). Pearson Education.

• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1

• Chalhoub‐Deville, M., & Wigglesworth, G. (2005). Rater judgment and English language speaking proficiency. World Englishes, 24(3), 383-391. https://doi.org/10.1111/j.0083-2919.2005.00419.x

• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice-Hall.

• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

• Fan, J., & Ji, P. (2014). Test candidates’ attitudes and their test performance: The case of the Fudan English Test. University of Sydney Papers in TESOL, 9, 1-35.

• Fan, J., & Yan, X. (2020). Assessing speaking proficiency: A narrative review of speaking assessment research within the argument-based validation framework. Frontiers in Psychology, 11, Article 330. https://doi.org/10.3389/fpsyg.2020.00330

• Ginther, A. (2020). Assessment of speaking. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). Wiley. https://doi.org/10.1002/9781405198431.wbeal0052.pub2

• Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語文化研究 [Ritsumeikan Language and Culture Studies], 22(1), 7–18.

• Kang, O., & Wang, L. (2014). Impact of different task types on candidates’ speaking performances and interactive features that distinguish between CEFR levels. Research Notes, 57, 40-49.

• Kang, O., Rubin, D., & Kermad, A. (2019). The effect of training and rater differences on oral proficiency assessment. Language Testing, 36(4), 481-504. https://doi.org/10.1177/0265532219849522

• Le, V. C. (2017). English language education in Vietnamese universities: National benchmarking in practice. In E. S. Park & B. Spolsky (Eds.), English education at the tertiary level in Asia: From theory to practice (pp. 283–292). Routledge. https://doi.org/10.4324/9781315391588-11

• Liontas, J. I., & Siegel, M. (2019). Cultural perspectives in teaching speaking. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0696

• Liu, L., & Jia, G. (2017). Looking beyond Scores: Validating a CEFR-based university speaking assessment in Mainland China. Language Testing in Asia, 7, Article 2. https://doi.org/10.1186/s40468-017-0034-3

• Lumley, T., & McNamara, T. F. (1995). Rater characteristics and rater bias: Implications for training. Language Testing, 12(1), 54-71. https://doi.org/10.1177/026553229501200104

• Lynch, B. K., & McNamara, T. F. (1998). Using G-theory and many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants. Language Testing, 15(2), 158-180. https://doi.org/10.1177/026553229801500202

• McNamara, T., Knoch, U., & Fan, J. (2019). Fairness, justice & language assessment. Oxford University Press.

• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

• MOET. (2015). Decision No. 729/QD-BGDDT: Approving VSTEP.3-5 format based on the Vietnamese version of the Common European Framework of Reference for Languages. Thukyluat.vn. https://thukyluat.vn/vb/quyet-dinh-729-qd-bgddt-de-thi-danh-gia-nang-luc-su-dung-tieng-anh-tu-bac-3-den-bac-5-416b4.html

• Namaziandost, E. (2019). The assessment of oral proficiency through holistic and analytic techniques of scoring: A comparative study. Applied Linguistics Research Journal, 3(2), 70-82. https://doi.org/10.14744/alrj.2019.83792

• Namaziandost, E., Banari, R., & Momtaz, S. (2019). Evaluating oral proficiency skill through analytics and holistic ways of scoring. Humanities & Social Sciences Reviews, 7(5), 424-433. https://doi.org/10.18510/hssr.2019.7547

• Nguyen, A. T. (2015). Towards an examiners training model for standardized oral assessment qualities in Vietnam. Malaysian Journal of ELT Research, 11(1), 41-51.

• Nguyen, T. (2017, March 26-29). Vietnam’s National Foreign Language 2020 Project after 9 years: A difficult stage [Paper presentation]. The Asian Conference on Education & International Development. Japan.

• Nguyen, T. N. Q. (2018). A study on the validity of Vstep writing tests for the sake of regional and international integration. VNU Journal of Foreign Studies, 34(4), 115-128. https://doi.org/10.25073/2525-2445/vnufs.4285

• Nguyen, T. N. Q. (2019). Vietnamese standardized test of English proficiency: A panorama. In L. I. Su, C. J. Weir, & J. R. W. Wu (Eds.), English language proficiency testing in Asia: A new paradigm bridging global and local contexts (pp. 71–100). Routledge. https://doi.org/10.4324/9781351254021-4

• Nguyen, T. N. Q., Nguyen, T. Q. Y., Tran, T. T. H., Nguyen, T. P. T., Bui, T. S., Nguyen, T. C., & Nguyen, Q. H. (2020). The effectiveness of Vstep.3-5 speaking rater training. VNU Journal of Foreign Studies, 36(4), 99-112. https://doi.org/10.25073/2525-2445/vnufs.4577

• Nguyen, T. P. T. (2018). An investigation into the content validity of a Vietnamese standardized test of English proficiency (Vstep.3-5) reading test. VNU Journal of Foreign Studies, 34(4), 129-142. https://doi.org/10.25073/2525-2445/vnufs.4286

• Norton, J. (2005). The paired format in the Cambridge speaking tests. ELT Journal, 59(4), 287-297. https://doi.org/10.1093/elt/cci057

• O’Sullivan, B. (2002). Learner acquaintanceship and oral proficiency test pair-task performance. Language Testing, 19(3), 277-295. https://doi.org/10.1191/0265532202lt205oa

• Ockey, G. J. (2018). Oral language proficiency tests. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-5). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0234

• Pham, T. N., & Bui, L. T. P. (2019). An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam. Language Testing in Asia, 9, 15. https://doi.org/10.1186/s40468-019-0091-x

• Plough, I. C. (2018). Speaking assessment for high-stakes testing. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0235

• Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. The Canadian Modern Language Review, 65(3), 395-412. https://doi.org/10.3138/cmlr.65.3.395

• Seifoori, Z., & Vahidi, Z. (2012). The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions. Language Awareness, 21(1-2), 101-112. https://doi.org/10.1080/09658416.2011.639894

• The Prime Minister of the Socialist Republic of Vietnam (2008). Decision No 1400/QD-TTg. https://vanbanphapluat.co/1400-qd-ttg

• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246. https://doi.org/10.1177/1098214005283748

• Vu, T. P. A. (2016, October 13-14). 25 years of language assessment in Vietnam: Looking back and looking forward [Paper presentation]. International Conference on English Language Assessment. Hanoi, Vietnam.

• Walkinshaw, I., & Duong, O. T. H. (2012). Native- and non-native speaking English teachers in Vietnam: Weighing the Benefits. TESL-EJ, 16(3).

• Winke, P. (2013). The effectiveness of interactive group orals for placement testing. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp. 247-268). John Benjamins.

• Wu, J. R. W. (2012). GEPT and English language teaching and testing in Taiwan. Language Assessment Quarterly, 9(1), 11-25. https://doi.org/10.1080/15434303.2011.553251

• Zhang, Y., & Elder, C. (2014). Investigating native and non-native English-speaking teacher raters’ judgements of oral proficiency in the College English Test-Spoken English Test (CET-SET). Assessment in Education: Principles, Policy & Practice, 21(3), 306-325. https://doi.org/10.1080/0969594X.2013.845547

• Ahmadi, A., & Sadeghi, E. (2016). Assessing English language learners’ oral performance: A comparison of monologue, interview, and group oral test. Language Assessment Quarterly, 13(4), 341-358. https://doi.org/10.1080/15434303.2016.1236797

• Bachman, L. F., Lynch, B. K., & Mason, M. (1995). Investigating variability in tasks and rater judgements in a performance test of foreign language speaking. Language Testing, 12(2), 238-257. https://doi.org/10.1177/026553229501200206

• Bijani, H. (2018). Investigating the validity of oral assessment rater training program: A mixed-methods study of raters’ perceptions and attitudes before and after training. Cogent Education, 5(1), Article 1460901. https://doi.org/10.1080/2331186X.2018.1460901

• Brennan, R. L. (1992). Generalizability theory. Educational Measurement: Issues and Practice, 11(4), 27-34. https://doi.org/10.1111/j.1745-3992.1992.tb00260.x

• Brooks, L. (2009). Interacting in pairs in a test of oral proficiency: Co-constructing a better performance. Language Testing, 26(3), 341-366. https://doi.org/10.1177/0265532209104666

• Brown, H. D. (2000). Principles of language learning and teaching. Addison Wesley Longman Inc.

• Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). Pearson Education.

• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/1.1.1

• Chalhoub‐Deville, M., & Wigglesworth, G. (2005). Rater judgment and English language speaking proficiency. World Englishes, 24(3), 383-391. https://doi.org/10.1111/j.0083-2919.2005.00419.x

• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice-Hall.

• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

• Fan, J., & Ji, P. (2014). Test candidates’ attitudes and their test performance: The case of the Fudan English Test. University of Sydney Papers in TESOL, 9, 1-35.

• Fan, J., & Yan, X. (2020). Assessing speaking proficiency: A narrative review of speaking assessment research within the argument-based validation framework. Frontiers in Psychology, 11, Article 330. https://doi.org/10.3389/fpsyg.2020.00330

• Ginther, A. (2020). Assessment of speaking. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-8). Wiley. https://doi.org/10.1002/9781405198431.wbeal0052.pub2

• Hoang, V. V. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語文化研究 [Ritsumeikan Language and Culture Studies], 22(1), 7–18.

• Kang, O., & Wang, L. (2014). Impact of different task types on candidates’ speaking performances and interactive features that distinguish between CEFR levels. Research Notes, 57, 40-49.

• Kang, O., Rubin, D., & Kermad, A. (2019). The effect of training and rater differences on oral proficiency assessment. Language Testing, 36(4), 481-504. https://doi.org/10.1177/0265532219849522

• Le, V. C. (2017). English language education in Vietnamese universities: National benchmarking in practice. In E. S. Park & B. Spolsky (Eds.), English education at the tertiary level in Asia: From theory to practice (pp. 283–292). Routledge. https://doi.org/10.4324/9781315391588-11

• Liontas, J. I., & Siegel, M. (2019). Cultural perspectives in teaching speaking. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0696

• Liu, L., & Jia, G. (2017). Looking beyond Scores: Validating a CEFR-based university speaking assessment in Mainland China. Language Testing in Asia, 7, Article 2. https://doi.org/10.1186/s40468-017-0034-3

• Lumley, T., & McNamara, T. F. (1995). Rater characteristics and rater bias: Implications for training. Language Testing, 12(1), 54-71. https://doi.org/10.1177/026553229501200104

• Lynch, B. K., & McNamara, T. F. (1998). Using G-theory and many-facet Rasch measurement in the development of performance assessments of the ESL speaking skills of immigrants. Language Testing, 15(2), 158-180. https://doi.org/10.1177/026553229801500202

• McNamara, T., Knoch, U., & Fan, J. (2019). Fairness, justice & language assessment. Oxford University Press.

• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

• MOET. (2015). Decision No. 729/QD-BGDDT: Approving VSTEP.3-5 format based on the Vietnamese version of the Common European Framework of Reference for Languages. Thukyluat.vn. https://thukyluat.vn/vb/quyet-dinh-729-qd-bgddt-de-thi-danh-gia-nang-luc-su-dung-tieng-anh-tu-bac-3-den-bac-5-416b4.html

• Namaziandost, E. (2019). The assessment of oral proficiency through holistic and analytic techniques of scoring: A comparative study. Applied Linguistics Research Journal, 3(2), 70-82. https://doi.org/10.14744/alrj.2019.83792

• Namaziandost, E., Banari, R., & Momtaz, S. (2019). Evaluating oral proficiency skill through analytics and holistic ways of scoring. Humanities & Social Sciences Reviews, 7(5), 424-433. https://doi.org/10.18510/hssr.2019.7547

• Nguyen, A. T. (2015). Towards an examiners training model for standardized oral assessment qualities in Vietnam. Malaysian Journal of ELT Research, 11(1), 41-51.

• Nguyen, T. (2017, March 26-29). Vietnam’s National Foreign Language 2020 Project after 9 years: A difficult stage [Paper presentation]. The Asian Conference on Education & International Development. Japan.

• Nguyen, T. N. Q. (2018). A study on the validity of Vstep writing tests for the sake of regional and international integration. VNU Journal of Foreign Studies, 34(4), 115-128. https://doi.org/10.25073/2525-2445/vnufs.4285

• Nguyen, T. N. Q. (2019). Vietnamese standardized test of English proficiency: A panorama. In L. I. Su, C. J. Weir, & J. R. W. Wu (Eds.), English language proficiency testing in Asia: A new paradigm bridging global and local contexts (pp. 71–100). Routledge. https://doi.org/10.4324/9781351254021-4

• Nguyen, T. N. Q., Nguyen, T. Q. Y., Tran, T. T. H., Nguyen, T. P. T., Bui, T. S., Nguyen, T. C., & Nguyen, Q. H. (2020). The effectiveness of Vstep.3-5 speaking rater training. VNU Journal of Foreign Studies, 36(4), 99-112. https://doi.org/10.25073/2525-2445/vnufs.4577

• Nguyen, T. P. T. (2018). An investigation into the content validity of a Vietnamese standardized test of English proficiency (Vstep.3-5) reading test. VNU Journal of Foreign Studies, 34(4), 129-142. https://doi.org/10.25073/2525-2445/vnufs.4286

• Norton, J. (2005). The paired format in the Cambridge speaking tests. ELT Journal, 59(4), 287-297. https://doi.org/10.1093/elt/cci057

• O’Sullivan, B. (2002). Learner acquaintanceship and oral proficiency test pair-task performance. Language Testing, 19(3), 277-295. https://doi.org/10.1191/0265532202lt205oa

• Ockey, G. J. (2018). Oral language proficiency tests. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-5). American Cancer Society. https://doi.org/10.1002/9781118784235.eelt0234

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