Rethinking EMI: Multidisciplinary Perspectives from Chinese-Speaking Regions

• Chin, J. S., & Li, N. (2021). Exploring the language and pedagogical models suitable for EMI in Chinese-speaking higher education contexts. In L. I. Su, H. Cheung, & J. R. W. Wu (Eds.), Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions (pp. 1–20). London: Routledge. doi: 10.4324/9780429352362
• Chen, S., & Lin, S. D. (2021). EMI for Information engineering students: A case study. In L. I. Su, H. Cheung, & J. R. W. Wu (Eds.), Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions (pp. 42–59). London: Routledge. doi: 10.4324/9780429352362
• Lin, H. W. W., & Lin, A. C. (2021). Conducting EMI with students of diversified backgrounds: The case of business management. In L. I. Su, H. Cheung, & J. R. W. Wu (Eds.), Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions (pp. 78–96). London: Routledge. doi: 10.4324/9780429352362
• Li, N., & Wu, J. R. W. (2021). Assessment practices in the EMI classroom in Chinesespeaking higher education contexts. In L. I. Su, H. Cheung, & J. R. W. Wu (Eds.), Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions (pp. 124–140). London: Routledge. doi: 10.4324/9780429352362

General English Proficiency Test: Realizing Glocalization in English Language Proficiency Testing

• 吳若蕙（2021）。融合在地化與全球化的實踐：「全民英檢」二十年。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 15–42）。台北：台大出版中心。
• 金韶（2021）。對英語教學與學習的影響：回沖與回饋。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 43–68）。台北：台大出版中心。
• 廖秀育、李欣芸（2021）。臺灣英語教學者近二十年的能力變化分析。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 69–94）。台北：台大出版中心。
• 李乃欣（2021）。臺灣英語教學者之寫作能力探究。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 95–112）。台北：台大出版中心。
• 林君文、李佳隆（2021）。與社會溝通的挑戰與契機。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 113–133）。台北：台大出版中心。
• 吳怡芬（2021）。具國際宏觀的效度研究。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 137–159）。台北：台大出版中心。
• Kunnan, A. J., & Carr, N.（2021）。與「托福網路測驗」的比較研究（邱作麟、黃詩盛譯）。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 161–184）。台北：台大出版中心。（原著出版於 2017 年）
• Bax, S., & Chan, S. H. C.（2021）。閱讀測驗之認知效度：眼動及刺激回憶法研究（趙家珊譯）。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 186–227）。台北：台大出版中心。（原著出版於 2019 年）
• Huang, D.（2021）。探討口說測驗應答策略之運用（潘琳、黃詩盛譯）。載於沈冬、吳若蕙（主編），全球在地化在英語檢定測驗的體現—「全民英檢」（頁 229–257）。台北：台大出版中心。（原著出版於 2016 年）

English Language Proficiency Testing in Asia: A New Paradigm Bridging Global and Local Contexts

• Wu, J. R. W. (2020). Introduction. In L. I. Su, C. J. Weir, & J. R. W. Wu (Eds.), English language proficiency testing in Asia: A new paradigm bridging global and local contexts (pp. 1–8). New York: Routledge.
• Wu, R. Y. F. (2020). The General English Proficiency Test in Taiwan: Past, present, and future. In L. I. Su, C. J. Weir, & J. R. W. Wu (Eds.), English language proficiency testing in Asia: A new paradigm bridging global and local contexts (pp. 9–41). New York: Routledge.

• Wu, R. Y. F. (2014). Validating second language reading examinations: Establishing the validity of the GEPT through alignment with the Common European Framework of Reference. Studies in Language Testing 41. Cambridge: Cambridge University Press.
• Wu, J. R. W., & Wu, R. Y. F. (2010). Relating the GEPT reading comprehension tests to the CEFR. In W. Martyniuk (Ed.), Aligning tests with the CEFR (pp. 204–224). Studies in Language Testing 33. Cambridge: Cambridge University Press.
• Pi, H. Y. (2009). Adult language learning strategies in a continuing education context in Taiwan. In C. Merkelbach (Ed.), Fremdsprachen- und Literaturunterricht in einer chinesisch geprägten Gesellschaft (pp. 129–142). Aachen, Germany: Shaker Verlag.

• Weir, C., Chan, S. H. C., & Nakatsuhara, F. (2013). Examining the criterion-related validity of the GEPT advanced reading and writing tests: Comparing GEPT with IELTS and real-life academic performance (LTTC–GEPT Research Report No. RG-01). Taipei: LTTC.
• Yu, G., & Lin, S. (2014). A comparability study on the cognitive processes of taking graphbased GEPT–advanced and IELTS–academic writing tasks (LTTC–GEPT Research Report No. RG-02). Taipei: LTTC.
• Chan, S. H. C., Wu, R. Y. F., & Weir, C. (2014). Examining the context and cognitive validity of the GEPT advanced writing task 1: A comparison with real-life academic writing tasks (LTTC–GEPT Research Report No. RG-03). Taipei: LTTC.
• Qian, D. (2014). A register analysis of the GEPT advanced level examinees’ written production (LTTC–GEPT Research Report No. RG-04). Taipei: LTTC.
• Brunfaut, T., & Harding, L. (2014). Linking the GEPT listening test to the Common European Framework of Reference (LTTC–GEPT Research Report No. RG-05). Taipei: LTTC.
• Kunnan, A., & Carr, N. (2015). Comparability study between the General English Proficiency Test–Advanced and the Internet-Based Test of English as a Foreign Language (iBT TOEFL) (LTTC–GEPT Research Report No. RG-06). Taipei: LTTC.
• Bax, S., & Chan, S. H. C. (2016). Researching the cognitive validity of GEPT highintermediate and advanced reading: An eye tracking and stimulated recall study (LTTC–GEPT Research Report No. RG-07). Taipei: LTTC.
• Knoch, U., & Frost, K. (2016). Linking the GEPT writing sub-test to the Common European Framework of Reference (CEFR) (LTTC–GEPT Research Report No. RG-08). Taipei: LTTC.
• Green, A., Inoue, C., & Nakatsuhara, F. (2017). Relating GEPT speaking tests to the CEFR (LTTC–GEPT Research Report No. RG-09). Taipei: LTTC.
• Fan, J., Knoch, U., & Chen, I. (2021). Linking the GEPT writing subtest (Part 1) to the Common European Framework of Reference (CEFR). Taipei: LTTC.

• 邱宜敏、羅怡柔、程昭勳（2019）。CSEPT 的回沖效應：以文藻外語大學大一共同英文 Level 4–Level 6 為例。文藻外語大學英語教學中心，高雄。
• Tsou, W., & Chen, F. (2015). Establish EMI (English-Medium Instruction) ability indicators for the mechanical engineering and environmental engineering disciplines (LTTC Cooperative Research Report No. CR-02). Taipei: LTTC.
• Tsou, W., Kao, S., & Chen, F. (2015). Constructing proficiency tests for English for Specific Academic Purposes (ESAP) (LTTC Cooperative Research Report No. CR-01). Taipei: LTTC.
• 語言訓練測驗中心（2005）。共同英語能力指標與全民英檢級數參照第一階段研究 [Mapping the GEPT to the common English yardstick for English education in Taiwan]。
• 語言訓練測驗中心（2003）。全民英檢同期效度研究報告 [Concurrent validity studies of the GEPT intermediate level, GEPT high-intermediate level, CBT TOEFL, CET-6, and the English test of the R.O.C. College Entrance Examination]。

2021-

• Liao, R. J. T. (2021). Advancing the international recognition of the locally-produced GEPT: An interview with Jessica Wu. Language Assessment Quarterly. doi: 10.1080/15434303.2021.1919116

2020-2016

• Wu, J. R. W., & Lee, C. (2017). The relationships between test performance and students’ perceptions of learning motivation, test value, and test anxiety in the context of the English benchmark requirement for graduation in Taiwan’s universities. Language Testing in Asia, 7, Article 9. doi: 10.1186/s40468-017-0041-4
• Wu, R. Y. F. (2016). Creating a common score scale for the GEPT to support interpretation of learning progress. In Y. Leung (Ed.), Epoch making in English language teaching and learning (pp. 223–236). Taipei: Crane Publishing.
• Lee, C., & Wu, J. R. W. (2016). 探究大學英語能力畢業門檻與學習動機、測驗焦慮、測驗表現之關係 [An exploratory study on the relationships among student attitude towards the English graduation benchmark policy, learning motivation, test anxiety, and test performance]. English Teaching & Learning, 40(3), 61–86.
• Wu, J. R. W. (2016). A socio-cognitive approach to assessing speaking and writing: The GEPT experience. JLTA (Japan Language Testing Association) Journal, 19, 3–11.

2015-2011

• Wu, J. R. W. (2014). Investigating Taiwanese teachers’ language testing and assessment needs. English Teaching & Learning, 38(1), 1–27.
• Cheng, L., Klinger, D., Fox, J., Doe, C., Jin, Y., & Wu, J. R. W. (2014). Motivation and test anxiety in test performance across three testing contexts: The CAEL, CET, and GEPT. TESOL Quarterly, 48, 300–330. doi: 10.1002/tesq.105
• Wu, J. R. W. (2013). ‟全民英檢”高級寫作紙筆與電腦化測驗之平行研究初探 [A comparability study between paper-based and computer-based test mode of the GEPT advanced writing test]. Contemporary Foreign Languages Studies, 13(8), 6–13.
• Wu, J. R. W. (2012). GEPT and English language teaching and testing in Taiwan. Language Assessment Quarterly, 9(1), 11–25.
• Wu, J. R. W., & Lo, H. Y. (2011). The YLE tests and teaching in the Taiwanese context. Research Notes, 46, 2–6.
• Wu, R. Y. F. (2011). Establishing the validity of the General English Proficiency Test reading component through a critical evaluation on alignment with the Common European Framework of Reference (Unpublished doctoral thesis). University of Bedfordshire, UK.

2010-2006

• Wu, J. R. W., & Lee, C. (2010). The development of the GEPT self-assessment statements. English Teaching & Learning, 34(1), 99–142.
• Wu, J. R. W. (2008). An investigation of the relationships between strategy use and GEPT test performance. English Teaching & Learning, 32(3), 35–69.
• Wu, J. R. W. (2008). Views of Taiwanese students and teachers on English language testing. Research Notes, 34, 6–9.
• Roever C., & Pan, Y. (2008). Test review: GEPT: General English Proficiency Test. Language Testing, 25(3), 403–408.
• Weir, C. J., & Wu, J. R. W. (2006). Establishing test form and individual task comparability: A case study of a semi-direct speaking test. Language Testing, 23, 167–197.

2021-

• Ke, A., & Liu, V. (2022, November 18). Collaborating towards a more practical CLIL teacher enhancement program: The case for developing Subject-Specific Classroom Language courses[Paper presentation]. The 13th International Conference of English as a Lingua Franca (Webinar), National ChengKung University, Tainan.
• Wu, J. R. W., Wu, R. Y. F. & Liu, A. (2022, November 5). Developing an EAP test for college students in support of Taiwan’s bilingual 2030 policy [Paper presentation]. The 23rd Academic Forum on English Language Testing in Asia (AFELTA), Bangkok.
• Lin, A., Ke, A. & Wu, J. R. W. (2022, October 27). Exploring cross-curricular collaboration in developing CLIL classroom assessment [Paper presentation]. The 8th Annual International Conference of the Asian Association for Language Assessment (AALA), Chennai.
• Chen, S., & Lin, A. (2022, January 9–11). How well have I prepared?– Constructing professional competence indicators for Content and Language Integrated Learning (CLIL) teachers in Taiwan [Keynote presentation]. 2021–2022 Fulbright Bilingual & International Education Forum, Hualien.
• Chen, S., & Ke, A. S. (2021, December 4–5). Constructing professional competence indicators for Content and Language Integrated Learning (CLIL) teachers in Taiwan [Paper presentation]. The International Conference on Bilingual Education, National Taipei University of Education, Taipei.
• Wu, R. Y. F. (2021, November). Providing individualized learning-oriented feedback on standardized tests: The case of Dr. GEPT [Panel discussion]. The 7th Annual International Conference of the Asian Association for Language Assessment (AALA), Seoul.
• Lin, A. C., Chen, S., & Ke, A. S. (2021, November). An exploratory study on constructing competence indicators for Content and Language Integrated Learning (CLIL) teachers in Taiwan [Conference session]. The 7th Annual International Conference of the Asian Association for Language Assessment (AALA), Seoul.
• Wu, R. Y. F., & Liu, A. (2021, November). Effects of CLIL on English language acquisition in primary education: A case study of elementary schools in Taipei [Conference session]. The 22nd Academic Forum on English Language Testing in Asia (AFELTA), Seoul.
• 林君文、葛淑瑄（2021 年 10 月）。EMI 課室英語技巧與實作[工作坊]。2021 雙語教育創新教學與評量研討會，台南市，台灣。
• 李乃欣（2021 年 10 月）。依在地情境建構臺灣雙語教育模式[專題演講]。2021 雙語教育創新教學與評量研討會，台南市，台灣。

2020-2016

• Wu, J. R. W., Lin, A., & Lo, J. (2019, October). Enhancing teachers’ language assessment literacy from a praxis perspective. Paper presented at the 6th Annual International Conference of the Asian Association for Language Assessment (AALA), Hanoi.
• Li, N., & Wu, J. R. W. (2019, October). Qualitative analysis on Taiwanese EFL learners’ writing difficulties. Paper presented at the 6th Annual International Conference of the Asian Association for Language Assessment (AALA), Hanoi.
• Wu, R. Y. F., & Wu, J. R. W. (2019, October). Using the assessment for learning approach to develop CLIL assessment: A case study in the context of Taiwanese elementary schools. Paper presented at the 21st Academic Forum on English Language Testing in Asia (AFELTA), Hanoi.
• Lin, A., & Wu, J. R. W. (2019, October). The General English Proficiency Test: 2020 and onward. Paper presented at the 21st Academic Forum on English Language Testing in Asia (AFELTA), Hanoi.
• Wu, J. R. W., Lo, J., & Lin, A. (2019, March). High-stakes tests can improve learning—Reality or wishful thinking? Paper presented at the 41th Language Testing Research Colloquium (LTRC), Atlanta.
• Li, N., & Wu, J. R. W. (2018, November). Strategy use and performance in EFL writing. Paper presented at the 27th International Symposium on English Teaching and Book Fair, Taipei.
• Lin, A. (2018, October). Interactive spoken English demands for English-medium instruction in tertiary education: A case study of Taiwan. Paper presented at the 5th Annual International Conference of the Asian Association for Language Assessment (AALA), Shanghai.
• Wu, J. R. W., Wu, R. Y. F., & Lin, A. (2018, October). Developing the GEPT diagnostic learning system. Paper presented at the 20th Academic Forum on English Language Testing in Asia (AFELTA), Shanghai.
• Li, N., & Wu, J. R. W. (2018, October). The relationships between EFL learners' strategy use and writing test performance. Paper presented at the 5th Annual International Conference of the Asian Association for Language Assessment (AALA), Shanghai.
• Wu, J. R. W., & Li, N. (2018, July). EMI classroom assessment practices: A survey of Taiwanese tertiary teachers. Paper presented at the 40th Language Testing Research Colloquium (LTRC), Auckland.
• Lin, A., & Liu, A. (2017, June). Connecting assessment and learning through online gaming: A cross-disciplinary endeavor. Paper presented at the 19th Academic Forum on English Language Testing in Asia (AFELTA), Taipei.
• Huang, D. (2017, June). Exploring strategy use in L2 speaking assessment: The case of the GEPT intermediate level. Paper presented at the 19th Academic Forum on English Language Testing in Asia (AFELTA), Taipei.
• Liao, C. H. Y., & Huang, S. S. (2016, November). Examining differential item functioning and differential bundle functioning for the GEPT. Paper presented at the 25th International Symposium on English Teaching, Taipei.
• Tseng, C. C. (2016, November). Subsumable relationship among error types of EFL writers— A learner corpus-based study of expository writing at the GEPT intermediate level. Paper presented at the 18th Academic Forum on English Language Testing in Asia (AFELTA), Hong Kong.

2015-2011

• Chen, J. & Chin, J. (2016, October). Exploring the timing and strategies of implementing EMI in higher education: A case study of a public university in northern Taiwan. Paper presented at the Conference of EMI Practices in Higher Education, National Cheng Kung University, Tainan.
• Wu, J. R. W., & Wu, R. Y. F. (2015, September). Voices from stakeholders: What makes a test of English more locally appropriate? Paper presented at the 17th Academic Forum on English Language Testing in Asia (AFELTA), Tokyo.
• Wu, J. R. W., & Lin, A. (2015, May). An exploratory study on the issues of EMI assessment in Taiwan. Poster presented at the 2nd International Conference of the Asian Association for Language Assessment (AALA), Bangkok.
• Wu, R. Y. F., Wu, J. R. W., & Dunlea, J. (2015, April). Glocalization in English language examinations: Aptis and GEPT comparison study. Paper presented at 2015 LTTC International Conference, Taipei.
• Wu, J. R. W., & Wu, R. Y. F. (2015, March). Constructing a common scale for a multi-level test to enhance interpretation of learning outcomes. Paper presented at the 37th Language Testing and Research Colloquium (LTRC), Toronto, Canada.
• Liao, H. (2014, November). The globality of locally produced EFL assessment—Learning, assessment, and culture. Paper presented at the 23rd International Symposium on English Teaching, Taipei.
• Wu, J. R. W., & Wu, R. Y. F. (2014, October). Enhancing writing ability through online assessment and diagnostic feedback. Paper presented at the 1st International Conference of the Asian Association for Language Assessment (AALA), Hangzhou.
• Wu, J. R. W., Lee, M., & Lo, J. (2014, June). Development and validation of the selfassessment scales for Taiwanese EFL learners. Paper presented at the 36th Language Testing and Research Colloquium (LTRC), Amsterdam.
• Ma, M. (2014, May). Reviewing the rating practices for the GEPT intermediate level guidedwriting task. Paper presented at the 16th Academic Forum on English Language Testing in Asia (AFELTA), Singapore.
• Wu, J. R. W. (2014, April). Ensuring quality and fairness in the Asian EFL context: Challenges and opportunities. Paper presented at the 5th Association of Language Testers in Europe (ALTE) International Conference, Paris.
• Wu, J. R. W. (2013, September). Issues and challenges in assessing learners with disabilities. Proceedings of the 15th Academic Forum on English Language Testing in Asia (AFELTA), Taipei, 96–06.
• Wu, J. R. W., & Ma, M. (2013, July). Investigating rating processes in an EAP writing test: Insights into scoring validity. Paper presented at the 35th Annual Language Testing Research Colloquium (LTRC), Seoul.
• Wu, J. R. W., & Wu, R. Y. F. (2012, November). Parallel-forms reliability of the GEPT speaking test. Paper presented at the 14th Academic Forum of English Language Testing in Asia (AFELTA), Xian.
• 金韶（2012 年 11 月）。成人英語簡報能力個案分析：以公務人員為例。「第 21 屆中華民國英語文教學國際研討會」發表之論文，臺北。
• Chin, J. S. (2012, October). Incorporating sssessment for learning into an EAP course design. Paper presented at the 6th Conference on College English, National Chengchi University, Taipei.
• Pi, H. Y. (2012). Evaluation of teaching effectiveness in Taiwan's EFL context. The Selected Papers from the Twenty-first International Symposium and Book Fair on English Teaching (pp. 162–170). Taipei: Crane Publishing.
• Huang, S. S., & Lee, C. L. (2011, November). 差異試題功能分析─以全民英檢為例 [The differential item functioning analysis of the GEPT: A case study]. Paper presented at the 20th International Symposium on English Teaching, Taipei.
• Wu, R. Y. F., & Chao, I. C. (2011, November). A case study of effects of delivery mode on test performance and markers' rating. Proceedings of the 13th Academic Forum on English Language Testing in Asia (AFELTA), Hong Kong, 31–48.
• Wu, R. Y. F., & Liao, C. H. Y. (2011, November). Are the GEPT and an alternative CEFRaligned reading exam comparable? Paper presented at the 20th International Symposium on English Teaching, Taipei.
• Shih, A., & Ma, M. (2011, November). Profiling EFL learners' writing performance by syntactic complexity—A corpus-based study. Paper presented at the 20th International Symposium on English Teaching, Taipei.

2010-2006

• Wu, J. R. W. (2010, April). Validating GEPT scores against teacher and student assessments. Paper presented at the International Conference on Applied Linguistics & Language Teaching (ALLT), Taipei.
• Wu, J. R. W. (2010, March). East Meets West: The adoption of the CEFR in Taiwan. Paper presented at the International Forum on English Language Policies and Practices in Asia, Taipei.
• Wu, R. Y. F., & Chin, J. S. (2010, March). An investigation into the English language needs of banking and finance professionals in Taiwan. Proceedings of the 12th Academic Forum on English Language Testing in Asia (AFELTA), Taipei, 73–87.
• Wu, R. Y. F., & Liao, C. H. Y. (2010). Establishing a common score scale for the GEPT elementary, intermediate, and high-intermediate level listening and reading tests. In T. Kao & Y. Lin (Eds.), A new look at language teaching and testing: English as subject and vehicle — Selected papers from the 2009 LTTC International Conference on English Language Teaching and Testing (pp. 309–329). Taipei: LTTC.
• Hung, S. (2009, October). Semantics of Averil Coxhead's Academic Word List: What can the idea of collostruction help to explain? Paper presented at the 13th ROCMELIA International Conference on Multimedia Language Education, Kaohsiung, Taiwan.
• Chin, J. S. (2009, May). Investigating the summary writing performance of university students in Taiwan. Paper presented at the 26th International Conference of English Teaching and Learning in the R. O. C., National Tsing Hua University, Hsinchu.
• Wu, J. R. W. (2009, May). Differential item functioning in gender and living background groups in the GEPT. Paper presented at the 13th International Conference on Language Education, National Kaohsiung Normal University, Kaohsiung.
• Ma, M., & Li, S. F. (2009, May). Bridging test construct and beneficial washback effects: Revising the GEPT high-intermediate reading test. Paper presented at the 26th International Conference of English Teaching and Learning in the R. O. C., National Tsing Hua University, Hsinchu.
• 畢先芸（2008 年 11 月）。成人英語學習者的學習信念與策略。The selected papers from the Seventeenth International Symposium and Book Fair on English Teaching (pp. 534–545). Taipei: Crane Publishing.
• Wu, J. R. W., & Lin, A. (2008, May). Assessing English proficiency at advanced level: Testers' feedback to teaching. Paper presented at the 25th International Conference of English Teaching and Learning in R. O. C., National Chung Cheng University, Chiayi.
• Ma, M., & Liao, C. (2007, November). Online marking of the GEPT intermediate level writing test. Paper presented at the 16th International Symposium on English Teaching, Taipei.
• Wu, J. R. W. (2007, March). English language assessment in Taiwan: Where do we go from here? Proceedings of 2007 International Conference and Workshop on TEFL & Applied Linguistics, Taipei, 574–586.
• Wu, R. Y. F., & Chin, J. S. (2006, November). An impact study of the Intermediate level GEPT. Proceedings of the 9th International Conference on English Language Testing in Asia, Taipei, 41–65.

2005-2000

• Chin, J. S., & Kuo, G. (2004, November). A validation report on the superior level GEPT. Paper presented at the 13th International Symposium on English Teaching, Taipei.
• Pi, H. Y., & Walsh, R. (2004, April). Towards a new curriculum? A case study on reading and writing in further education. Paper presented at the Symposium on Reading and Writing: From Cognitive and Pedagogical Perspectives, Taipei.
• Weir, C. J., & Wu, J. R. W. (2002, November). Language tests: Past, present and future. Selected papers from the 11th International Symposium on English Teaching Fourth PanAsian Conference, Taipei, 29–58.