Moderating top-down policy impact and supporting EAP curricular renewal: Exploring the potential of diagnostic assessment

2009-03-01

Journal of English for Academic Purposes , Volume 8 - Issue 1 p. 26- 42

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Keywords	curricular reform, diagnostic assessment, learning profiles, policy impact
Persistent URL	dx.doi.org/10.1016/j.jeap.2008.12.004
Journal	Journal of English for Academic Purposes
Citation APA Style AAA Style APA Style Cell Style Chicago Style Harvard Style IEEE Style MLA Style Nature Style Vancouver Style American-Institute-of-Physics Style Council-of-Science-Editors Style BibTex Format Endnote Format RIS Format CSL Format DOIs only Format	Fox, J. (2009). Moderating top-down policy impact and supporting EAP curricular renewal: Exploring the potential of diagnostic assessment. Journal of English for Academic Purposes, 8(1), 26–42. doi:10.1016/j.jeap.2008.12.004

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