Publications

Davies, J. A. (2024). ‘Feedbackpacking’: mapping the journey towards independent L2 student feedback literacy. Assessment & Evaluation in Higher Education, 1–15. https://doi.org/10.1080/02602938.2024.2410305 

Davies, J. A. (2024). Developing learning-focused feedback practices: An evaluation of English for Academic Purposes teacher feedback literacy at a Sino-foreign university, in B. Baker., & L. Taylor (Eds.). Language Assessment Literacy and Competence Volume 1: Research and Reflections from the Field. Cambridge University Press. https://www.cambridgeenglish.org/Images/717470-silt-volume-55.pdf (P.25)

Zhang, X. & Pan, X. (2023). Motivational Dynamics of Intermediate Chinese Learners in a COVID-Induced Remote IPA-Informed CSL Curriculum: A Case Study From a CDST Lens. Chinese Journal of Applied Linguistics, 46(4), 518-543. https://doi.org/10.1515/CJAL-2023-0403.

Davies, J. A. (2023). In search of learning-focused feedback practices: a linguistic analysis of higher education feedback policy. Assessment & Evaluation in Higher Education, 48(8), 1208–1222. https://doi.org/10.1080/02602938.2023.2180617

Chen, M. (2022). Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19. System, 105 (2022).  https://doi.org/10.1016/j.system.2021.102710

Davies, J. A. & Davies, L. (2021). Lessons from a virtual field trip: Adapting explorative and immersive learning pedagogy. Journal of Learning Development in Higher Education, 22 (2021). https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/735/560