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
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