This map shows the geographic impact of Lyn May's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Lyn May with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lyn May more than expected).
This network shows the impact of papers produced by Lyn May. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Lyn May. The network helps show where Lyn May may publish in the future.
Co-authorship network of co-authors of Lyn May
This figure shows the co-authorship network connecting the top 25 collaborators of Lyn May.
A scholar is included among the top collaborators of Lyn May based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Lyn May. Lyn May is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Galaczi, Evelina D., et al.. (2023). Assessing interactional competence. University of Bedfordshire Repository (University of Bedfordshire). 5(2). 208–233.10 indexed citations
Nakatsuhara, Fumiyo, et al.. (2018). Learning oriented feedback in the development and assessment of interactional competence (Research Notes, Issue 70). QUT ePrints (Queensland University of Technology).1 indexed citations
7.
Nakatsuhara, Fumiyo, et al.. (2018). Learning oriented feedback in the development and assessment of interactional competence. University of Bedfordshire Repository (University of Bedfordshire).8 indexed citations
8.
Iwashita, Noriko, Lyn May, & Paul J. Moore. (2017). Features of discourse and lexical richness at different performance levels in the APTIS speaking test. Queensland's institutional digital repository (The University of Queensland). 1–93.1 indexed citations
9.
Iwashita, Noriko, Lyn May, & Paul J. Moore. (2017). Features of discourse and lexical richness at different performance levels in the APTIS speaking test (AR-G/2017/2). QUT ePrints (Queensland University of Technology).1 indexed citations
10.
May, Lyn & Karen Dooley. (2014). Assessment of EAL/D learners: The validity of teachers' professional judgements. 24(2). 2.1 indexed citations
May, Lyn. (2011). Interaction in a Paired Speaking Test: The Rater’s Perspective. QUT ePrints (Queensland University of Technology).9 indexed citations
May, Lyn. (2010). Developing speaking assessment tasks to reflect the 'social turn' in language testing. QUT ePrints (Queensland University of Technology).3 indexed citations
17.
May, Lyn. (2006). An examination of rater orientations on a paired candidate discussion task through stimulated verbal recall. QUT ePrints (Queensland University of Technology).19 indexed citations
18.
McNamara, Tim, Kathryn Hill, & Lyn May. (2002). 12. DISCOURSE AND ASSESSMENT. Annual Review of Applied Linguistics. 22. 221–242.39 indexed citations
19.
May, Lyn. (2000). Assessment of oral proficiency in EAP programs : a case for pair interaction. QUT ePrints (Queensland University of Technology).3 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.