Teaching English as a Second/Foreign Language teacher education
Teaching and learning English for academic purposes
Academic and professional acculturation of immigrants
Liying Cheng has been a language teacher and language teacher educator for more than 20 years, during which time she has taught a variety of undergraduate and graduate courses at the pre-service, professional development and graduate levels at a number of universities in Canada, Hong Kong, and China. Her primary research interests are the impact of large-scale testing on instruction, the relationships between assessment and instruction, and the academic and professional acculturation of international and new immigrant students, workers, and professionals to Canada. She received the TOEFL award for outstanding dissertation in second/foreign language testing from Educational Testing Services in 1998, and TESOL Leadership Mentoring Award from TESOL in 2002.
Since 2000 after Liying joined Queen's Faculty of Education, she has obtained research funding totalling more than 1.6 million Canadian dollars. In addition, she has conducted more than 200 conference presentations and has more than 130 publications. Her recent books are Assessment in the Language Classroom: Teachers Supporting Student Learning (co-authored with J. Fox, 2017); Language classroom assessment (single-authored, TESOL, Inc., 2013); English Language Assessment and the Chinese Learner (co-edited with A. Curtis, Taylor & Francis, 2010); Language Testing Reconsidered (co-edited with J. Fox et. al., University of Ottawa Press, 2007); Changing Language Teaching through Language Testing (single-authored, Cambridge University Press, 2005); and Washback in Language Testing: Research Contexts and Methods (co-edited with Y. Watanabe with A, Curtis, Lawrence Erlbaum Associates, 2004).
Her recent funded research projects include the following:
Crises and Opportunities: Creating a Safe Environment to Learn by Breaking the Psychological, Social, Linguistic and Financial Barriers Facing Internationally Educated Nurses
Liying Cheng and Dirk Rodenburg (Principal Investigators)
Funded by eCampus Ontario Research and Innovation Grants ($86,949)
Motivation, Test Anxiety and Language Test Performance: An International Investigation (PDF Download)
Liying Cheng (Principal Investigator); Don Klinger (Co-Investigator), Queen’s University; Janna Fox (Co-Investigator), Carleton University; Yan Jin (Co-Investigator), Shanghai Jiaotong University; Jessica Wu (Co-Investigator), The Language Training and Testing Center.
Funded by SSHRC (Social Sciences and Humanities Research Council) ($75,000)
Second Language Immersion and Students’ Academic Success (PDF Download)
Liying Cheng (Principal Investigator); John Kirby and Lesly Wade-Woolley (Co-Investigators), Queen’s University; Haiyan Qiang (Co-Investigators), South China Normal University.
Funded by SSHRC (Social Sciences and Humanities Research Council) ($75,000)
An impact study of a high-stakes ESL assessment innovation in Hong Kong secondary schools
Steve Andrews (Principal Investigator), University of Hong Kong, and Liz Hamp-Lyons, Christine Davison, University of Hong Kong, Liying Cheng (Co-Investigators), Queen’s University
Funded by UGC (University Grants Committee) ($176,883 equivalent)
Impact of the Ontario Secondary School Literacy Test on Second Language Students (PDF Download)
Liying Cheng (Principal Investigator); Janna Fox (Co-investigator), Carleton University, and Don Klinger (Collaborator), Queen’s University. See Research Spotlights.
Funded by SSHRC (Social Sciences and Humanities Research Council) ($130,627).
Costs and Benefits: English for Academic Purposes Instruction in Canadian Universities (PDF Download)
Janna Fox (Principal Investigator), Carleton University; Liying Cheng (Co-investigator), Queen’s University; and Robert Berman (Co-investigator), University of Alberta.
Funded by SSHRC (Social Sciences and Humanities Research Council) ($125,023).
Developmental Evaluation for Alternative Teacher Accreditation Program for Teachers with International Experience (PDF Download)
Liying Cheng (Principal Investigator) with Lyn Shulha, Don Klinger and Bob Wilson (Co-investigators), Assessment and Evaluation Group, Queen’s University.
Funded by The MTCU (Ministry of Training, College and Universities) ($54,000).
An Investigation of ESL/EFL Teachers’ Classroom Assessment Practices (PDF Download)
Liying Cheng (Principal Investigator); Todd Rogers (Co-investigator), University of Alberta.
Funded by SSHRC (Social Sciences and Humanities Research Council) ($120,000).
Selected Recent Publications
Cheng, L. & Fox, J. (2017). Assessment in the Language Classroom: Teachers Supporting Student Learning. London, UK: Palgrave McMillan.
Cheng. L. (2017). Geopolitics of assessment. In S. Abrar-ul-Hassan (Ed.), TESOL encyclopedia of English language teaching: Teaching English as an international language. Hoboken, NJ: John Wiley & Sons
Cheng, L., & Ma, J. (2017). Preparing students to take tests. In C. Coombe (Ed.), TESOL encyclopedia of English language teaching: Assessment and evaluation. Hoboken, NJ: John Wiley & Sons.
Tsagari, D., & Cheng, L. (2016). Washback, Impact, and Consequences Revisited. In: Language Testing and Assessment (Eds. Shohamy et al.). In preparation. Encyclopedia of Language and Education. doi: 10.1007/978-3-319-02326-7_24-1.
Ma, J. & Cheng, L. (2016). Chinese Students’ Perceptions of the Value of Test Preparation Courses for the TOEFL iBT: Merit, Worth and Significance. TESL Canada Journal, 33(1), 58-79. http://www.teslcanadajournal.ca/index.php/tesl/article/view/1227
Cheng, L. (2015). Embracing the Multilingual and Multicultural Assessment Context of Canada. TESL Canada Journal, 32, special issue 9, v-xiv. http://www.teslcanadajournal.ca/index.php/tesl/article/view/1214/1035
Fox, J. & Cheng, L. (2015). Walk a Mile in My Shoes: Stakeholder Accounts of Testing Experience with a Computer-Administered Test. TESL Canada Journal, 32, special issue 9, 65-86. http://www.teslcanadajournal.ca/index.php/tesl/article/view/1218
Cheng, L. (2015). Symbiosis of language testing and language teaching. Foreign Language Testing and Teaching 《外语测试与教学》,4, 1-18.
Cheng, L., Sun, Y., & Ma, J. (2015). Review of Washback Research Literature Within Kane’s Argument-Based Validation Framework. Language Teaching, 48(4), 436–470. doi:10.1017/S0261444815000233
Cheng, L., Wu, Y., & Liu, X. (2015). Chinese University Students’ Perceptions of Assessment Tasks and Classroom Assessment Environment. Language Testing in Asia, 5(13). doi: 10.1186/s40468-015-0020-6
Cheng, L., & Ma, J. (2015). “It puts us in our students’ shoes”: Listening to Voices from Teacher Candidates on Their Test-Taking Experience. International Journal of Humanities and Social Science Research, 1, 46-56.
Cheng, L., & Sun, Y. (2015). Teachers’ grading decision making: Multiple influencing factors and methods. Language Assessment Quarterly, 12, doi:10.1080/15434303.2015.1010726
Song, X., Cheng, L., & Klinger, D. (2015). DIF investigation across groups of gender and academic background in a large-scale high-stakes language test. Papers in Language Testing and Assessment, 4(1), 97-124.
Cheng, L., & Sun, Y. (2015). Interpreting the impact of the Ontario Secondary School Literacy Test on second language students within argument-based validation framework. Language Assessment Quarterly, 12, 50–66. doi: 10.1080/15434303.2014.981334
Cheng, L. (2015). Framing and defining your research project. In C. Coombe & J. D. Brown (Eds.), The Cambridge guide to language research. Cambridge, UK: Cambridge University Press.
Wei, Y. & Cheng, L. (2015). How Language Proficiency Contributes to Chinese Students’ Academic Success in Korean Universities. Language Testing in Asia, 5(8). Doi:10.1186/s40468-015-0016-2
Cheng, L. (2014). Consequences, impact, and washback. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1130–1146). John Wiley & Sons. doi:10.1002/9781118411360.wbcla071
Cheng, L., Klinger. D., Fox, J., Doe, C., Jin, Y., & Wu, J. (2014). Motivation and test Anxiety in test performance across three testing contexts: The CAEL, CET and GEPT. TESOL Quarterly. doi: 10.1002/tesq.105
Fox, J., Cheng, L., & Zumbo (2014). Do they make a difference? The impact of English language programs on second language (L2) students in Canadian universities. TESOL Quarterly. doi: 10.1002/tesq.103
Sun, Y., & Cheng, L. (2014). Teachers’ grading practices: Meanings and values assigned. Assessment in Education. doi:10.1080/0969594X.2013.768207
Mei, Y., & Cheng, L. (2014). Scoring fairness in large-scale high-stakes English language testing: An examination of the National Matriculation English Test. In Conium, D. (Ed.), English language education and assessment: Recent developments in Hong Kong and Chinese mainland (pp.171-187). Singapore: Springer Science+Business Media. doi: 10.1007/978-981-287-071-1_11
Cheng, L. (2013). Language classroom assessment. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).
DeLuca, C., Cheng, L., Fox, J., Doe, C., & Li, M. (2013). Putting testing researchers to the test: An exploratory study on the TOEFL iBT. System, 41(3), 663-676.
Sun, Y., & Cheng, L. (2013). Assessing second/foreign language competence using translation: The case of the College English Test in China. In D. Tsagari & G. Floros (Eds.), Translation in language teaching and assessment (pp. 235-252). Newcastle upon Tyne: Cambridge Scholars Publishing.
Cheng, L., Spaling, M., & Song, X. (2013). Barriers and facilitators to professional licensure and certification testing in Canada: Perspectives of internationally educated professionals. Journal of International Migration and Integration, 14(1), 733-750. doi:10.1007/s12134-012-0263-3
Cheng, L., & Fox, J. (2013). Review of doctoral research in language assessment in Canada. Language Teaching, 46, 518-544. doi:10.1017/S0261444813000244
Cheng, L., & Curtis, A. (2012). Test impact and washback: Implications for teaching and learning. In C. Coombe, B. O’Sullivan, P. Davidson, & S. Stoynoff (Eds.), Cambridge guide to second language assessment (pp. 89-95). Cambridge, UK: Cambridge University Press.
Cheng, L. (2012). English immersion schools in China: Evidence from students and teachers. Journal of Multilingual & Multicultural Development, 33(4), 327-330.
Cheng, L. (2012). Editorial: The power of English and the power of Asia: Issues of English as Lingua Franca and in bilingual and multilingual Education. Journal of Multilingual & Multicultural Development, 33(4), 370-391.
Cheng, L. (2011). Supporting student learning: Assessment of learning and assessment for learning. In R. Grotjahn & G. Sigott (Series Eds.), Language Testing and Evaluation Series: Vol. 25. Classroom-based language assessment (pp.191-203). Frankfurt, Germany: Peter Lang.
Doe, C., Cheng, L., Fox, J., Klinger, D., & Zheng, Y. (2011). What has experience got to do with it? An exploration of L1 and L2 OSSLT test takers’ feelings, perceptions of test performance, and alignment to classroom literacy activities. Canadian Journal of Education, 34(3), 68-85.
Han, H., & Cheng, L. (2011). Tracking the success of ESL students within the context of the Ontario Secondary School Literacy Test. Canadian and International Education Journal, 40(1), 76-96.
Zheng, Y., Klinger, D., Cheng, L., Fox, J., & Doe, C. (2011). Test-takers’ background, literacy activities, and their views of the Ontario Secondary School Literacy Test. Alberta Journal of Educational Research, 57(2), 115-136.
Cheng, L., & DeLuca, C. (2011). Voices from test-takers: Further evidence for test validation and test use. Educational Assessment, 16(2), 104-122.
Song, X., & Cheng, L. (2011). Investigating primary English immersion teachers in China: background, instructional contexts, professional development, and perceptions. Asia-Pacific Journal of Teacher Education, 39(2), 97-112.
Cheng, L., Andrews, S., & Yu, Y. (2011). Impact and consequences of school-based assessment in Hong Kong: Views from students and their parents. Language Testing, 28(2), 221-250.
Cheng, L., & Curtis, A. (Eds.). (2010). English language assessment and the Chinese learner. New York, NY: Routledge.
Cheng, L., Li, M., Kirby, J., Qiang, H., & Wade-Woolley, L. (2010). English language immersion and students’ academic achievement in English, Chinese, and mathematics. Evaluation & Research in Education, 23(3), 151-169.
Cheng. L., Klinger, D., & Zheng, Y. (2009). Examining students’ after-school literacy activities and their literacy performance on the Ontario Secondary School Literacy Test. Canadian Journal of Education, 32(1), 116-148.
Cheng, L., & Fox, J. (2008). Towards a better understanding of academic acculturation: Second language students in Canadian universities. Canadian Modern Language Review, 65(2), 307-333.
Cheng, L. (2008). The key to success: English language testing in China. Language Testing, 25(1), 15–38.
Cheng, L. (2008). Washback, impact and consequences. In E. Shohamy and N. H. Hornberger (Eds.), Encyclopedia of Language and Education (2nd Ed.), (Volume 7: Language Testing and Assessment) (pp. 349-364). New York, NY: Springer.
Cheng, L., Rogers, T., & Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33(1), 9-32.
Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C., & Doe, C. (Eds.). (2007). Language testing: Reconsidered. Ottawa, Canada: University of Ottawa Press.
Cheng. L., Fox, J., & Zheng, Y. (2007). Student accounts of the Ontario Secondary School Literacy Test: A case for validation. Canadian Modern Language Review, 64(1), 69-98.
Cheng, L., & Wang, X. (2007). Grading, feedback and reporting in ESL/EFL classrooms. Language Assessment Quarterly: An International Journal, 4(1), 85-107.
Fox, J. & Cheng, L. (2007). Did we take the same test? Differing accounts of the Ontario Secondary School Literacy Test by first and second language test takers. Assessment in Education: Principles, Policy & Practice, 14(1), 9-26.
Cheng, L., Klinger, D., & Zheng, Y. (2007). The challenges of the Ontario Secondary School Literacy Test for second language students. Language Testing, 24(2), 185-208.
Cheng, L., & Qi, L. (2006). Description and examination of the National Matriculation English Test in China. Language Assessment Quarterly: An International Journal,3(1), 53–70.
Cheng, L. (2005). Changing language teaching through language testing: A washback study. Cambridge, UK: Cambridge University Press.
Cheng, L., Watanabe, Y., & Curtis, A. (Eds.). (2004). Washback in language testing: Research contexts and methods. Mahwah, NJ: Lawrence Erlbaum.
Jia Ma (SSHRC CGS Graduate Fellowship; TIRF doctoral dissertation award)