03–174Andrews, Stephen (U. of Hong Kong SAR, China; Email: [email protected]), Fullilove, John and Wong, Yama. Targeting washback – a case-study. System (Oxford, UK), 30, 2 (2002), 207–23.

03–175Bourguignon, Claire (Université du Havre, France). L'importance de la représentation dans l'activité d'évaluation de la communication langagière: application au project europoliglot. [The importance of representation patterns in assessing linguistic communication: A multi-language application – project EUROPOLIGLOT.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 62–78.

03–176Esmaeili, Hameed. Integrated reading and writing tasks and ESL students' reading and writing performance in an English language test. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 599–622.

03–177Ginther, April (Purdue U., USA; Email: [email protected]). Context and content visuals and performance on listening comprehension stimuli. Language Testing (London, UK), 19, 2 (2002), 133–67.

03–178Godev, Concepción B. (U. of North Carolina at Charlotte, USA), Martinez-Gibson, Elizabeth A. and Toris, Carol C. M. Foreign language reading comprehension test: L1 versus L2 in open-ended questions. Foreign Language Annals (New York, USA), 35, 2 (2002), 202–21.

03–179Goodfellow, Robin (Open U., Milton Keynes, UK; Email: [email protected]), Lamy, Marie-Noëlle and Jones, Glyn. Assessing learners' writing using lexical frequency. ReCALL (Cambridge, UK), 14, 1 (2002), 133–45.

03–180Issac, Fabrice (Université Paris-Nord, France; Email: [email protected]) and Hû, Olivier. Formalism for evaluation: Feedback on learner knowledge representation. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 183–99.

03–181Kim, Duk-Ja (Hansung U., Seoul, Korea; Email: [email protected]) and Kyungmi, O. Washback on 12th grade English classes of the English tests within Korean University entrance exams. English Teaching (Korea), 57, 3 (2002), 303–31.

03–182Kobayashi, Miyoko (U. of Warwick, UK; Email: [email protected]). Method effects on reading comprehension test performance: Text organisation and response format. Language Testing (London, UK), 19, 2 (2002), 193–220.

03–183Major, Roy C. (Arizona State U., Tucson, USA), Fitzmaurice, Susan F., Bunta, Ferenc and Balasubramanian, Chandrika. The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly (Alexandria, VA, USA), 36, 2 (2002), 173–90.

03–184Meara, Paul, Jacobs, Gabriel and Rodgers, Catherine (U. of Wales Swansea, UK; Email: [email protected]). Lexical signatures in foreign language free-form texts. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 85–96.

03–185Myers, Marie J. (Queens U., Ontario, Canada; Email: [email protected]). Computer-assisted second language assessment: To the top of the pyramid. ReCALL (Cambridge, UK), 14, 1 (2002), 167–81.

03–186O'Loughlin, Kieran (The U. of Melbourne, Australia; Email: [email protected]). The impact of gender in oral proficiency testing. Language Testing (London, UK), 19, 2 (2002), 169–92.

03–187Orr, Michael (The British Council, Valencia, Spain; Email: [email protected]). The FCE Speaking test: Using rater reports to help interpret test scores. System (Oxford, UK), 30, 2 (2002), 143–54.

03–188Patri, Mrudula (City U. of Hong Kong; Email: [email protected]). The influence of peer feedback on self- and peer-assessment of oral skills. Language Testing (London, UK), 19, 2 (2002), 109–31.

03–189Song, Bailin and August, Bonne (City U. of New York, USA; Email: [email protected]). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 49–72.

03–190Wilhelm, Kim Hughes and Rivers, Marilyn (Southern Illinois U., USA). An audience approach to EAP writing assessment: Learners, teachers, outsiders. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 177–90.

03–191Yien, Liju (Nat. Lien Ho Inst. of Technology, Taiwan). Effective test-taking strategies on English tests: Implications from Taiwanese students. Hong Kong Journal of Applied Linguistics (Hong Kong), 6, 2 (2001), 22–43.