Assessing Writing

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	522
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	428
Book review	147
Book review	68
The relationship between executive functions, source use, and integrated writing performance	61
Editorial Introduction – AI, corpora, and future directions for writing assessment	52
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	51
Effects of a genre and topic knowledge activation device on a standardized writing test performance	46
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	44
Investigating the dimensions and determinants of children’s narrative writing in Korean	34
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	34
Editorial	33
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products	33
Editorial	33
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	33
Exploring new insights into the role of cohesive devices in written academic genres	33
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	32
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	31
Assessing writing in fourth grade: Rhetorical specification effects on text quality	31
From spelling to content: The influence of spelling quality on text assessment	29
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	29
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	29
Using Peerceptiv to support AI-based online writing assessment across the disciplines	28
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	27
Using ChatGPT for second language writing: Pitfalls and potentials	24

Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	22
Editorial Board	22
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	22
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	21
Book review	21
Using unfolding models to identify targeted feedback strategies for student writing	21
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	20
How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models	20
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	19
Verb-centric or balanced?: An NLP-based assessment of word class contributions to L2 writing proficiency	19
Editorial	19
Connecting form with function: Model texts for bilingual learners’ narrative writing	19
Editorial - vol 55 Jan 2023	19
Book review	19
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective	18
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	17
Writing productivity development in elementary school: A systematic review	17
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	17
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	16
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	16
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	16
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	16
Evaluating the consistency between human raters and three AI systems on the scoring of argumentative essays	16
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	15
Book review	15
Improving writing feedback quality and self-efficacy of pre-service teachers in Gen-AI contexts: An experimental mixed-method design	15
Editorial Volume 54	15
Editorial	15
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	13
Assessing Korean writing ability through a scenario-based assessment approach	13
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	13
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	12
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	12
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	12
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	12
Editorial Board	11
Comparing trained EFL peer reviewers’ feedback: From claim to reality	11
Developing and validating an analytic rating scale for a paraphrase task	11
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	11
Pursuing fair writing assessment: Halo effects in primary school foreign language writing in grade six	11
Beyond the page: A multimodal self-efficacy framework for assessing L2 digital-academic writing	11
The development and validation of a scale on L2 writing teacher feedback literacy	10
Generative artificial intelligence for automated essay scoring: Exploring teacher agency through an ecological perspective	10
Lexical richness in young English learners’ writing: A focus on opinion and listen-write task types	10
Contributions of working memory capacity and mental set shifting to second language (English) writing performance	10
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	10
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	10
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	10
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	10
Linguistic predictors of L2 writing performance: Variations across genres	10

A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	9
Exploring the development of noun phrase complexity in L2 English writings across two genres	9
Book review	9
Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	9
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	9
Navigating innovation and equity in writing assessment	9
Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models	8
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	8
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	8
Making things happen: A study of grammatical metaphors in L2 writing scripts	7
Editorial	7
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	7
Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	7
Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction	7
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers	7
Editorial Board	7
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	7
Comparing computer-based and paper-based rating modes in an English writing test	6
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	6
The relation between linguistic accuracy and scoring of Swedish EFL students’ writing during a high-stakes exam	6
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas	6
A move analysis of Chinese L2 student essays from the sociocognitive perspective: Genres, languages, and writing quality	6
Promoting cognitive engagement with peer feedback through peer review training: The case of Chinese tertiary-level EFL learners	6
Assessing writing practices in higher education: Characterizing self-reported practices and identifying their determinants	6
Unveiling the antecedents of feedback-seeking behavior in L2 writing: The impact of future L2 writing selves and emotions	6
Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	6
Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese	6
Assessing GenAI-assisted digital multimodal composing: Reconceptualizing a genre-based framework through self-assessment and peer assessment	6
Trinka: Facilitating academic writing through an intelligent writing evaluation system	6
Amplifying test-taker voices in the validation of L2 writing assessment tasks	5
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	5
Book review	5
Toward the fair and valid use of curriculum-based measurement for students with intensive writing needs and linguistically diverse backgrounds	5
Editorial	5
Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit	5
Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing	5
A mixed Rasch model analysis of multiple profiles in L2 writing	5
Perceptions of authorial voice: Why discrepancies exist	5
Insights from lexical and syntactic analyses of a French for academic purposes assessment	5
Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement	5
Editorial Board	5
Book review	5
Exploring the roles of gender, linguistic, and cognitive variables in continuation writing task performance among learners of English	5
Editorial Board	5
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	5
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	4
Unacclimatized?: Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts	4
Associations of adolescents’ argumentative writing scores and growth when evaluated by different human raters and artificial intelligence models	4
Effects of task-based language teaching on functional adequacy in L2 writing	4
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	4
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	4
The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective	4
Evaluating GPT ratings of EFL writing: A scoping review	4
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	4
Book review	4
Impact of task repetition schedules and emotions on L2 writing performance profiles using latent transition analysis	4
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	4
Extracting interpretable writing traits from a large language model	4
Liz Hamp Lyons: A life in Writing Assessment	3
Can generative AI figure out figurative language? The influence of idioms on essay scoring by ChatGPT, Gemini, and Deepseek	3
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	3
Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition	3
Editorial	3
Peer-feedback of an occluded genre in the Spanish language classroom: A case study	3
Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?	3
Assessing academic language in tenth grade essays using natural language processing	3
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	3
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?	3
Understanding the critical thinking experiences of L2 student writers engaged in linguistically supported peer feedback giving	3
Unlocking writing success: Building assessment literacy for students and teachers through effective interventions	3
Developing students’ feedback literacy in disciplinary academic writing through generative artificial intelligence	3
An investigation into L2 writing teacher beliefs and their possible sources	3
Resiliency and vulnerability in early grades writing performance during the COVID-19 pandemic	3
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	3
Book review	3
The effects of task complexity and language aptitude on EFL learners’ writing performance	3
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	3
Validity of automated essay scores for elementary-age English language learners: Evidence of bias?	3
Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum	3
Using ChatGPT to facilitate vocabulary learning in continuation writing assessment tasks	3

Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment

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