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

Additional Metadata
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 BibTex Format Endnote Format RIS Format CSL 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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