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Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1? Assess. Writ. (IF 3.164) Pub Date : 2024-04-09 Ghulam Abbas Khushik
This study has explored the syntactic complexity features of English learners at the B1 Common European Framework of Reference (CEFR) (CoE, 2001) level from both Pakistan and Finland. The learners in question were taught English as a Foreign Language (EFL) using different pedagogical methods. This study took into account various factors including the learners' proficiency level, age, and grade, as
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Exploring the dynamics of student engagement with receiving peer feedback in L2 writing Assess. Writ. (IF 3.164) Pub Date : 2024-04-04 Yuge Zhang, Ying Gao
Although research on student engagement with peer feedback in second and foreign language (L2) writing has attracted some attention in recent years, there has been little emphasis on the dynamic changes in and factors influencing student engagement. Drawing on multiple data sources, we explored how six undergraduate students affectively, cognitively, and behaviorally engaged with receiving peer feedback
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Dong-shinShinTonyCimaskoYoungjooYiortuñoMultimodal Composing in K-16 ESL and EFL Education2021SpringerSingapore228edited by Assess. Writ. (IF 3.164) Pub Date : 2024-04-02 Liping Chen, Qiaoya Huang
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Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit Assess. Writ. (IF 3.164) Pub Date : 2024-03-30 Michael Laudenbach, David West Brown, Zhiyu Guo, Suguru Ishizaki, Alex Reinhart, Gordon Weinberg
Recently, formative feedback in writing instruction has been supported by technologies generally referred to as Automated Writing Evaluation tools. However, such tools are limited in their capacity to explore specific disciplinary genres, and they have shown mixed results in student writing improvement. We explore how technology-enhanced writing interventions can positively affect student attitudes
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The assessment of writing in languages other than English (LOTE) Assess. Writ. (IF 3.164) Pub Date : 2024-03-29 Beverly Baker, Atta Gebril
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Writing productivity development in elementary school: A systematic review Assess. Writ. (IF 3.164) Pub Date : 2024-03-27 Catherine Martin, Julie E. Dockrell
The ability to produce fluent and coherent written text impacts learning and attainments. Valid and reliable assessments of writing are needed to monitor progression, develop goals for writing and identify struggling writers. In order to inform practice and research a systematic review was conducted to investigate which writing productivity measures captured writing development and identified struggling
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Comparing trained EFL peer reviewers’ feedback: From claim to reality Assess. Writ. (IF 3.164) Pub Date : 2024-03-21 Alireza Memari Hanjani
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Insights into Teaching and Learning Writing, Hassan Mohebbi & Yijen Wang (Eds). Castledown Publishers, Melbourne (2023), ix+196 pp. Assess. Writ. (IF 3.164) Pub Date : 2024-03-13 Yan Yang
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Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses? Assess. Writ. (IF 3.164) Pub Date : 2024-03-10 Aline Alves-Wold, Bente Rigmor Walgermo, Njål Foldnes
An array of pictorial supports (e.g., emojis, geometrical figures, animals) is often used in studies assessing young students’ writing motivation with Likert scales. However, although these images may influence the students’ responses, sufficient rationales for these choices are often absent from the studies. To the best of our knowledge, the present study is the first to investigate two different
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Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test Assess. Writ. (IF 3.164) Pub Date : 2024-02-20 Shaoyan Zou, Xun Yan, Jason Fan
This study addresses a critical need in large-scale L2 writing assessment by emphasizing the significance of tailoring assessments to specific teaching and learning contexts. Focusing on the CET-4 writing test in China, the research unfolded in two phases. In Phase I, an empirically-developed analytic rating scale designed for the CET-4 writing test was rigorously validated. Twenty-one raters used
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Validity of automated essay scores for elementary-age English language learners: Evidence of bias? Assess. Writ. (IF 3.164) Pub Date : 2024-02-17 Joshua Wilson, Yue Huang
Given increased prevalence of automated writing evaluation (AWE) systems in classroom settings, more research is needed to explore the potential for bias in automated scores with respect to English language learners (ELLs). Thus, this research study investigated and compared the predictive validity of automated and human scoring methods for elementary-age English ELLs on a writing test designed for
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Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks Assess. Writ. (IF 3.164) Pub Date : 2024-02-16 Khaled Barkaoui
Picture description (PD) tasks are widely used in second language (L2) teaching, research, and assessment to elicit and/or evaluate L2 learners’ writing performance. However, there is little research on the effects of the characteristics of such tasks on L2 writing performance. This study aimed to examine the effects of task difficulty and learner variables on the linguistic characteristics of responses
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A comparison between input modalities and languages in source-based multilingual argumentative writing Assess. Writ. (IF 3.164) Pub Date : 2024-01-31 Roberto Arias-Hermoso, Ainara Imaz Agirre, Eneritz Garro Larrañaga
This paper examines secondary education students’ multilingual writing based on two input modalities to understand the influence of input on argumentation and sourcing strategies. Participants produced texts in Basque, Spanish and English based on a video or a text, and texts were analysed to explore their production of argumentation elements and sourcing strategies. Differences were found between
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Assessing metacognition-based student feedback literacy for academic writing Assess. Writ. (IF 3.164) Pub Date : 2024-02-02 Mark Feng Teng, Maggie Ma
Student feedback literacy is essential to writing in a foreign language context. Feedback is a process through which learners become more familiar with their work quality and integrate constructive criticism to produce stronger written work. Implicit in this process is the assumption that learners should not passively receive information but actively seek, generate, process, and use feedback to apply
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Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP Assess. Writ. (IF 3.164) Pub Date : 2024-02-02 Vicent Beltrán-Palanques
Research into the contribution of multimodality to language learning is gaining momentum. While most studies pave the way for new understandings of language teaching and learning, there is an increasing demand for comprehensive assessment practices, particularly within higher education contexts. A few studies have emphasized the importance of reflecting on and establishing criteria for the assessment
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The Diagnosis of Writing in a Second or Foreign Language, Ari Huhta, Claudia Harsch, Dmitri Leontjev, Lea Nieminen, Routledge, New York (2024), Xii+Pp. 334 Assess. Writ. (IF 3.164) Pub Date : 2024-01-31 Kai Zhao
Abstract not available
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Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese Assess. Writ. (IF 3.164) Pub Date : 2024-01-31 Jifeng Wu, Xiaofei Lu
This study examined differences in the overall noun phrase (NP) complexity and the use of specific types of NP modifiers among Korean learners of Chinese as a second language (CSL) at different proficiency levels and first language (L1) Chinese speakers. Our data consisted of a corpus of 134 narratives produced by 103 Korean CSL learners (33 beginner, 37 intermediate, and 33 advanced) and 31 L1 Chinese
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Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn Assess. Writ. (IF 3.164) Pub Date : 2024-01-20 Solaire A. Finkenstaedt-Quinn, Field M. Watts, Ginger V. Shultz
Studies examining peer review demonstrate that students can learn from giving feedback to and receiving feedback from their peers, especially when they utilize information gained from the review process to revise. However, much of the research on peer review is situated within the literature regarding how students learn to write. With an increasing use of writing-to-learn in STEM classrooms, it is
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Shaping Writing Grades: Collocation and Writing Context Effects, McCallum, Lee, Philip Durrant, Cambridge Elements in Corpus Linguistics, Cambridge University Press, Cambridge (2022), p. 88, ISBN: 9781009074445 Assess. Writ. (IF 3.164) Pub Date : 2024-01-02 Xiaoyi Yang, Yuan Ping
Abstract not available
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Effects of errors on ratings of writing performances – Evidence from a high-stakes exam Assess. Writ. (IF 3.164) Pub Date : 2023-12-26 Nikola Dobrić
The study reported in the paper starts with a hypothesis that errors observable in writing performances can account for much of the variability of the ratings awarded to them. The assertion is that this may be the case even when prescribed rating criteria explicitly direct rater focus towards successfully performed aspects of a writing performance rather than towards errors. The hypothesis is tested
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Unlocking writing success: Building assessment literacy for students and teachers through effective interventions Assess. Writ. (IF 3.164) Pub Date : 2023-12-17 Hanieh Shafiee Rad, Rasoul Alipour
As a prerequisite for effective teaching and learning outcomes, assessment literacy (AL) is imperative for both writing teachers and students. Although previous research has stressed the importance of AL in effective writing instruction, few studies have designed or explored interventions that can improve teachers' and students' AL. These interventions play a crucial role in equipping writing teachers
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A mixed Rasch model analysis of multiple profiles in L2 writing Assess. Writ. (IF 3.164) Pub Date : 2023-12-15 Farshad Effatpanah, Purya Baghaei, Mohammad N. Karimi
The present study used the Mixed Rasch Model (MRM) to identify multiple profiles in L2 students’ writing with regard to several linguistic features, including content, organization, grammar, vocabulary, and mechanics. To this end, a pool of 500 essays written by English as a foreign language (EFL) students were rated by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic
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The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation Assess. Writ. (IF 3.164) Pub Date : 2023-12-14 Yiwen Cen, Yao Zheng
With the growing body of research on writing feedback and the recognition of the critical role of writing motivation, controversy has emerged over the motivational function of feedback in second language (L2) writing contexts. To provide further evidence for the impact of different feedback practices on L2 learners’ writing motivation, the present meta-analysis synthesizes the results of 13 quantitative
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Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement Assess. Writ. (IF 3.164) Pub Date : 2023-12-02 Jennifer Burke Reifman
This article examines a student-centered placement process where matriculating students could write a short, reflective paper to advocate for a new placement. While research describing student writing used in placement processes is often concerned with 1) a student’s ability to accurately articulate their abilities and 2) the perceived validity of a reader evaluating the work, this research applies
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Amplifying test-taker voices in the validation of L2 writing assessment tasks Assess. Writ. (IF 3.164) Pub Date : 2023-11-30 Kerry Pusey, Yuko Goto Butler
Studies have documented how L2 writers utilize digital tools to mediate the process of writing, yet little is known about test-takers’ perceptions of the utility of digital tools in writing assessment tasks. In a previous investigation (Pusey & Butler, in press), we found that international graduate students’ writing performance was different on assessment tasks that varied in terms of access to external
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The effects of task complexity and language aptitude on EFL learners’ writing performance Assess. Writ. (IF 3.164) Pub Date : 2023-11-11 Chun-yan Liu, Li-ting Sun, Yan He, Nian-zhe Wu
The present study investigated the effects of task complexity and language aptitude on upper-intermediate EFL learners’ argumentative writing performance in terms of syntactic complexity, lexical complexity, accuracy and fluency. The findings of this study demonstrated that increasing task complexity manipulated by the number of elements and the degree of reasoning along the resource-directing dimension
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Insights from lexical and syntactic analyses of a French for academic purposes assessment Assess. Writ. (IF 3.164) Pub Date : 2023-10-11 Randy Appel, Angel Arias, Beverly Baker, Guillaume Loignon
With the objective of improving writing assessment of language instruction, we examine the lexical and syntactic features in two corpora of high and low scoring French texts of the Test du Certificat de Compétence en Langue Seconde (Second Language Certification Test; TCCLS) at the University of Ottawa (uOttawa). We first situate the test in its local context, demonstrating how our research objectives
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Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging Assess. Writ. (IF 3.164) Pub Date : 2023-09-28 Hooman Saeli, Payam Rahmati
The literature on peer feedback has yet to investigate the effects of translanguaging on learners’ affective engagement with feedback. Therefore, this case study 1) explored the affordances of translanguaging between two English learners in Iran, and 2) investigated any developments in these learners’ affective engagement with peer feedback mediated by translanguaging. The analysis of eight samples
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Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices Assess. Writ. (IF 3.164) Pub Date : 2023-09-28 Zhe (Victor) Zhang, Ken Hyland
The torrent of research into peer feedback in academic writing in recent years has largely overlooked student revision process – how individual students engage with this feedback to revise their texts and why certain changes are made in their texts. In other words, the cognitive dimension of student engagement with peer feedback in revision is little known. Drawing on multiple student drafts, peer
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Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas Assess. Writ. (IF 3.164) Pub Date : 2023-09-26 Jill A. Boggs, Rosa M. Manchón
Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018)
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Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education Assess. Writ. (IF 3.164) Pub Date : 2023-09-19 Patricio A. Pino Castillo, Christian Soto, Rodrigo A. Asún, Fernando Gutiérrez
Reading and writing are core activities in higher education, by means of which students learn to participate in specialized discourses. Although there is consensus on the conceptualization of reading comprehension, its measurement, and development, the same is not true for written expression. Writing complexity has been found to improve with schooling, but there are ample differences between literacy
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Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition Assess. Writ. (IF 3.164) Pub Date : 2023-09-15 Mahmoud Abdi Tabari, Mark D. Johnson, Mahsa Farahanynia
Informed by task-based approaches to language teaching, recent L2 writing research has sought to determine the effect of task complexity features on the complexity, accuracy, and fluency of written L2 production (Johnson, 2017). However, two areas of task-informed research have received scant attention: a) the effect of task complexity features on L2 writers’ use of cohesive devices and b) the effect
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Bilingual Writers and Corpus Analysis, David M. Palfreyman, Nizar Habash (Eds.), Routledge, New York, NY (2023), p. 230, GBP.99.70 Assess. Writ. (IF 3.164) Pub Date : 2023-09-03 Moazzam Ali Khan
Abstract not available
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Assessing Korean writing ability through a scenario-based assessment approach Assess. Writ. (IF 3.164) Pub Date : 2023-08-23 Soo Hyoung Joo, Yuna Seong, Joowon Suh, Ji-Young Jung, James E. Purpura
Advocating for measuring a broadened construct of writing ability, scenario-based assessment (SBA) has recently been used to assess writing ability. While SBA for writing has been explored in ESL contexts (e.g., Banerjee, 2019; Purpura, 2021), it has been rarely used or examined in the context of languages other than English, especially those that are typologically distant from English, such as Korean
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Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study Assess. Writ. (IF 3.164) Pub Date : 2023-08-09 Fuhui Zhang, Hui-Tzu Min, Ping He, Sisi Chen, Shan Ren
Although many studies have elaborated the nature and importance of feedback literacy, a longitudinal approach to delving into the development of EFL students’ feedback literacy is scarce. Informed by an evidence-based framework of feedback literacy improvement in the context of academic writing (Yu & Liu, 2021), the study explored the development of feedback literacy of three first-year students who
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Editorial Assess. Writ. (IF 3.164) Pub Date : 2023-08-05 Martin East, David Slomp
Abstract not available
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Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays Assess. Writ. (IF 3.164) Pub Date : 2023-08-04 Natalia A. Bondar, Susan X Day, Lee Mountain, Laura B. Turchi, Laveria F. Hutchison
Experimental and quasi-experimental studies of student writing have presented evidence for the positive effect of feedback and criteria-referenced assessment. Furthermore, scholars have demonstrated the value of analytic judgments in providing actionable feedback. This study brought together the elements of feedback, criteria-referenced assessment, and analytic judgments in an original instrument,
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Comparing computer-based and paper-based rating modes in an English writing test Assess. Writ. (IF 3.164) Pub Date : 2023-07-29 Yuhua Liu, Jianda Liu
The study utilized a mixed methods approach to compare the scoring of raters in assessing writing performance across three modes: paper-based, on-screen marking of scanned images, and online word-processed versions. six experienced raters evaluated the performances of 39 test-takers in each mode. The many-facet Rasch model was employed to analyze scoring differences among the rating modes; the semi-structured
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Assessing writing in fourth grade: Rhetorical specification effects on text quality Assess. Writ. (IF 3.164) Pub Date : 2023-07-28 Ilka Tabea Fladung, Sophie Gruhn, Veronika Österbauer, Jörg Jost
In writing instruction, specifying writing assignments in terms of purpose, audience, and medium is considered good practice. Earlier studies that found positive effects of such rhetorical specification were usually conducted with older participants. The benefits of rhetorical specification for novice writers are not yet clear, especially in the context of assessing writing. Thus, this study examined
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Editorial Introduction – AI, corpora, and future directions for writing assessment Assess. Writ. (IF 3.164) Pub Date : 2023-07-25 Kelly Hartwell, Laura Aull
Abstract not available
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A non-Western adaptation of the Situated Academic Writing Self-Efficacy Scale (SAWSES) Assess. Writ. (IF 3.164) Pub Date : 2023-07-25 Ceymi Doenyas, Zeynep Tunay Gül, Bülent Alcı
A key parameter for academic and professional success is the academic writing skill, which not only involves following rules and codes but also engaging cognitive skills to satisfy complex task demands. Academic writing is challenging for most students. However, this critical skill has not been in research focus until recently, as students are inherently expected to possess it. The present study carries
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Beyond literacy and competency – The effects of raters’ perceived uncertainty on assessment of writing Assess. Writ. (IF 3.164) Pub Date : 2023-07-25 Mari Honko, Reeta Neittaanmäki, Scott Jarvis, Ari Huhta
This study investigated how common raters’ experiences of uncertainty in high-stakes testing are before, during, and after the rating of writing performances, what these feelings of uncertainty are, and what reasons might underlie such feelings. We also examined if uncertainty was related to raters’ rating experience or to the quality of their ratings. The data were gathered from the writing raters
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Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test Assess. Writ. (IF 3.164) Pub Date : 2023-07-21 Xun Yan, Jiani Lin
The orthographic and morphological system of Mandarin Chinese requires more time and developmental stages for learners to acquire. This source of difficulty might present unique challenges and opportunities for writing assessment for Chinese as a Second Language (CSL). This study employed a corpus-based approach to examine the accuracy features of 10,750 essays written by test-takers from 17 first
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Classroom writing assessment and feedback practices: A new materialist encounter Assess. Writ. (IF 3.164) Pub Date : 2023-07-17
The mainstream approach to teacher assessment literacy seems to be founded on a (post)positivist paradigm leading to an autonomous model of literacy comprised of generic knowledge and skills. This paradigm obscures the non-cognitive, embodied, and affective dimensions of assessment practices. In this conceptual inquiry, I use the New Materialist philosophy to make sense of writing assessment literacy
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What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard Assess. Writ. (IF 3.164) Pub Date : 2023-07-17
As writing on computers has become increasingly common in L2 assessment and learning activities, it is crucial to understand the mediation effects induced by the computer on writing performance and to compare them with those of handwriting. This is especially important for L2 Chinese learning, given that handwriting characters has been claimed to play an essential role in the development of Chinese
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Developing feedback literacy through dialogue-supported performances of multi-draft writing in a postgraduate class Assess. Writ. (IF 3.164) Pub Date : 2023-07-11
Although a wealth of studies has been conducted to explore how to develop student feedback literacy, the development of postgraduates’ feedback literacy is under-explored. To bridge the gap, this study aims to investigate the characteristics of developing feedback literacy among postgraduates in an academic writing class. Based on the theoretical framework proposed by Yu and Liu (2021), the study designed
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Are self-compassionate writers more feedback literate? Exploring undergraduates’ perceptions of feedback constructiveness Assess. Writ. (IF 3.164) Pub Date : 2023-07-07 Carlton J. Fong, Diane L. Schallert, Zachary H. Williamson, Shengjie Lin, Kyle M. Williams, Young Won Kim
Upon receiving constructive feedback, students may experience unpleasant emotions from critical comments about their writing or the realization that their work is unfinished. Few studies have focused on how learners are able to manage such emotions, one aspect of feedback literacy. Regulating these emotions may involve practicing self-kindness and avoiding self-judgment, two subcomponents of self-compassion
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Use of lexical features in high-stakes tests: Evidence from the perspectives of complexity, accuracy and fluency Assess. Writ. (IF 3.164) Pub Date : 2023-06-22 Leyi Qian
Use of lexical features in academic writing settings has sparked much interest in second language studies. However, prior research has dealt with productive lexicon primarily from complexity-oriented measures exhibited in low-stakes testing. From a CAF-based (complexity, accuracy and fluency) analysis approach, this study is aimed to explore lexical features in high-stakes tests that were extracted
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Peer-feedback of an occluded genre in the Spanish language classroom: A case study Assess. Writ. (IF 3.164) Pub Date : 2023-06-15 Ana Castaño Arques, Carmen López Ferrero
Learning how to write occluded genres is an elusive task (Swales, 1996) – even more so in the case of students writing in a second or additional language. To achieve discourse competence in the use of one of these genres, in this case the ‘statement of purpose’ typical of post-graduate programme admission forms, it is first necessary to fully understand its features at both the macrotextual and microlinguistic
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Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions Assess. Writ. (IF 3.164) Pub Date : 2023-06-13 Brian C. Graves
This review considers the affordances, constraints, and future possibilities of specifications (or “specs”) grading, in conversation with related research into its classroom use across several disciplines, albeit mostly outside of writing instruction. Although specs grading may promote the same (and problematic) normative standards of language, labor, and performance associated with traditional approaches
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The development and validation of a scale on L2 writing teacher feedback literacy Assess. Writ. (IF 3.164) Pub Date : 2023-06-09 Icy Lee, Mehmet Karaca, Serhat Inan
Feedback literate teachers play a central role in promoting students’ writing performance. In L2 writing, however, there is a paucity of research on teacher feedback literacy, and instruments that investigate L2 writing teacher feedback literacy are virtually non-existent. Heeding the call for research on scale development to measure teacher feedback literacy, this two-phase study is an attempt to
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Collaborating with ChatGPT in argumentative writing classrooms Assess. Writ. (IF 3.164) Pub Date : 2023-06-02 Yanfang Su, Yun Lin, Chun Lai
Composing high-quality argumentative writing requires consideration of the dialogical, structural, and linguistic aspects of argumentation. However, finding an ideal peer student to practice argumentation skills can be challenging, and providing feedback on lower-level language concerns and complex issues related to content and organization can be time-consuming for teachers. In this article, we suggest
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Connecting form with function: Model texts for bilingual learners’ narrative writing Assess. Writ. (IF 3.164) Pub Date : 2023-06-01 Yingmin Wang, Manfei Xu, Yishi Jiang, Tan Jin
The linguistic influence of first language (L1), finding the appropriate words or expressions in the target language, and the lack of genre awareness are the major challenges for second language (L2) writers. For many English as a Foreign Language (EFL) students in secondary educational settings, narrative writing is an important genre in the English education curriculum. In this paper, we introduce
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Developing EFL teachers’ feedback literacy for research and publication purposes through intra- and inter-disciplinary collaborations: A multiple-case study Assess. Writ. (IF 3.164) Pub Date : 2023-06-01 Yaqiong Cui, Hui Jin, Yuan Gao
The growing pressure for publication in prestigious English-medium journals and scholars’ increasing need to participate international research communities have given rise to the initiatives of English for Academic Purposes (EAP) courses or English for Research and Publication Purposes (ERPP) feedback service. Providing such ERPP feedback to students’ research papers brings forward the necessity for
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Exploring new insights into the role of cohesive devices in written academic genres Assess. Writ. (IF 3.164) Pub Date : 2023-05-31 Mahmoud Abdi Tabari, Mark D. Johnson
This study examined the use of cohesive features in 270 narrative and argumentative essays produced by 45 s language (L2) students over a semester-long writing course. Multiple regression analyses were conducted to determine the ability of the computational indices of cohesion (TAACO) variables to predict human ratings of essay quality, recognize any differences in the use of cohesive devices between
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Using Peerceptiv to support AI-based online writing assessment across the disciplines Assess. Writ. (IF 3.164) Pub Date : 2023-06-01 Albert W. Li
Peerceptiv is a peer assessment tool developed by learning sciences researchers to help students demonstrate disciplinary knowledge through writing feedback practices. This review of Peerceptiv describes its key features while comparing it with other writing feedback tools and suggesting possibilities and limitations of using it to support AI-based online writing assessment across the disciplines.