Assessing Writing

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October 2024

  1. Oct 2024
    Validating an integrated reading-into-writing scale with trained university students ↗
    Claudia Harsch; Valeriia Koval; Paraskevi (Voula) Kanistra; Ximena Delgado-Osorio
    doi:10.1016/j.asw.2024.100894
  2. Oct 2024
    L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations ↗
    MohammadHamed Hoomanfard
    revision
    doi:10.1016/j.asw.2024.100891
  3. Oct 2024
    The impact of task duration on the scoring of independent writing responses of adult L2-English writers ↗
    Ben Naismith; Yigal Attali; Geoffrey T. LaFlair
    doi:10.1016/j.asw.2024.100895
  4. Oct 2024
    Understanding the SSARC model of task sequencing: Assessing L2 writing development ↗
    Mahmoud Abdi Tabari; Yizhou Wang; Michol Miller
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100893

July 2024

  1. Jul 2024
    Influence of prior educational contexts on directed self-placement of L2 writers ↗
    Youmie J. Kim; Matthew J. Hammill
    writing program administration
    doi:10.1016/j.asw.2024.100870
  2. Jul 2024
    Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach ↗
    Yuxin Peng; Yafu Zheng; Jie Sun; Yue Jiang; Jiexin Lin; Haomin Zhang
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100875
  3. Jul 2024
    Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process ↗
    Xiaozhu Wang; Jimin Wang
    multimodality multilingual writers
    doi:10.1016/j.asw.2024.100849
  4. Jul 2024
    Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy ↗
    Fanrong Weng; Cecilia Guanfang Zhao; Shangwen Chen
    multilingual writers
    doi:10.1016/j.asw.2024.100874
  5. Jul 2024
    How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus ↗
    Yuxin Hao; Xuelin Wang; Shuai Bin; Qihao Yang; Haitao Liu
    multilingual writers
    doi:10.1016/j.asw.2024.100847
  6. Jul 2024
    Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test ↗
    Qin Xie
    doi:10.1016/j.asw.2024.100846
  7. Jul 2024
    Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective ↗
    Murad Abdu Saeed; Atef AbuSa'aleek; Mohammed Abdullah Alharbi
    multilingual writers
    doi:10.1016/j.asw.2024.100871
  8. Jul 2024
    Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811] ↗
    Mark Feng Teng; Maggie Ma
    doi:10.1016/j.asw.2024.100869
  9. Jul 2024
    Navigating innovation and equity in writing assessment ↗
    Kelly Hartwell; Laura Aull
    assessment race and writing
    doi:10.1016/j.asw.2024.100873
  10. Jul 2024
    Editorial ↗
    Martin East; David Slomp
    doi:10.1016/j.asw.2024.100879
  11. Jul 2024
    A teacher’s inquiry into diagnostic assessment in an EAP writing course ↗
    Rabail Qayyum
    doi:10.1016/j.asw.2024.100848
  12. Jul 2024
    Examining the direct and indirect impacts of verbatim source use on linguistic complexity in integrated argumentative writing assessment ↗
    Huiying Cai; Xun Yan
    assessment
    doi:10.1016/j.asw.2024.100868
  13. Jul 2024
    Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development ↗
    Carrie Xin Peng
    multilingual writers
    doi:10.1016/j.asw.2024.100876
  14. Jul 2024
    Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices ↗
    Muhammad M.M. Abdel Latif; Zainab Alsuhaibani; Asma Alsahil
    doi:10.1016/j.asw.2024.100863
  15. Jul 2024
    Does “more complexity” equal “better writing”? Investigating the relationship between form-based complexity and meaning-based complexity in high school EFL learners’ argumentative writing ↗
    Sachiko Yasuda
    multilingual writers
    doi:10.1016/j.asw.2024.100867
  16. Jul 2024
    Thirty years of writing assessment: A bibliometric analysis of research trends and future directions ↗
    Jihua Dong; Yanan Zhao; Louisa Buckingham
    assessment
    doi:10.1016/j.asw.2024.100862
  17. Jul 2024
    Analysis and recommendation system-based on PRISMA checklist to write systematic review ↗
    Smita Agrawal; Parita Oza; Riya Kakkar; Sudeep Tanwar; Vishv Jetani; Jatin Undhad; Anupam Singh
    doi:10.1016/j.asw.2024.100866
  18. Jul 2024
    Exploring the multi-dimensional human mind: Model-based and text-based approaches ↗
    Min Kyu Kim; Jinho Kim; Ali Heidari
    multimodality
    doi:10.1016/j.asw.2024.100878
  19. Jul 2024
    Discourse competence in Hong Kong secondary students’ disciplinary research writing ↗
    Jack Pun; Sheng Tan; Xiang Li
    doi:10.1016/j.asw.2024.100872
  20. Jul 2024
    EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing ↗
    Kai Guo
    doi:10.1016/j.asw.2024.100864
  21. Jul 2024
    A large-scale corpus for assessing written argumentation: PERSUADE 2.0 ↗
    S.A. Crossley; Y. Tian; P. Baffour; A. Franklin; M. Benner; U. Boser
    argument
    doi:10.1016/j.asw.2024.100865
  22. Jul 2024
    Editorial Board ↗
    doi:10.1016/s1075-2935(24)00076-x
  23. Jul 2024
    EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach ↗
    Lawrence Jun Zhang; Jianhua Zhang
    multilingual writers
    doi:10.1016/j.asw.2024.100877

April 2024

  1. Apr 2024
    Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece ↗
    Koskinas Emmanouil; Gavriilidou Zoe; Andras Christos; Angelos Markos
    affect and writing
    doi:10.1016/j.asw.2024.100844
  2. Apr 2024
    Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks ↗
    Khaled Barkaoui
    doi:10.1016/j.asw.2024.100827
  3. Apr 2024
    Book review ↗
    Liping Chen; Qiaoya Huang
    doi:10.1016/j.asw.2024.100837
  4. Apr 2024
    Writing productivity development in elementary school: A systematic review ↗
    Catherine Martin; Julie E. Dockrell
    doi:10.1016/j.asw.2024.100834
  5. Apr 2024
    Comparing trained EFL peer reviewers’ feedback: From claim to reality ↗
    Alireza Memari Hanjani
    multilingual writers revision
    doi:10.1016/j.asw.2024.100836
  6. Apr 2024
    Book review ↗
    Alexánder Ramírez-Espinosa
    doi:10.1016/j.asw.2024.100812
  7. Apr 2024
    Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test ↗
    Shaoyan Zou; Xun Yan; Jason Fan
    assessment multilingual writers
    doi:10.1016/j.asw.2024.100826
  8. Apr 2024
    Editorial Board ↗
    doi:10.1016/s1075-2935(24)00046-1
  9. Apr 2024
    Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit ↗
    Michael Laudenbach; David West Brown; Zhiyu Guo; Suguru Ishizaki; Alex Reinhart; Gordon Weinberg
    doi:10.1016/j.asw.2024.100830
  10. Apr 2024
    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 ↗
    Yuan Yao; Xinhua Zhu; Jianling Zhan
    multilingual writers affect and writing
    doi:10.1016/j.asw.2024.100832
  11. Apr 2024
    Book review ↗
    Jianling Zhan; Chuyi Zhou
    doi:10.1016/j.asw.2024.100828
  12. Apr 2024
    Effects of task-based language teaching on functional adequacy in L2 writing ↗
    Ran Wei; Xiaoyan Zhao
    multilingual writers
    doi:10.1016/j.asw.2024.100838
  13. Apr 2024
    Exploring the dynamics of student engagement with receiving peer feedback in L2 writing ↗
    Yuge Zhang; Ying Gao
    multilingual writers
    doi:10.1016/j.asw.2024.100842
  14. Apr 2024
    Book review ↗
    Yan Yang
    doi:10.1016/j.asw.2024.100835
  15. Apr 2024
    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? ↗
    Ghulam Abbas Khushik
    multilingual writers
    doi:10.1016/j.asw.2024.100839
  16. Apr 2024
    Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses? ↗
    Aline Alves-Wold; Bente Rigmor Walgermo; Njål Foldnes
    multilingual writers affect and writing
    doi:10.1016/j.asw.2024.100833
  17. Apr 2024
    Validity of automated essay scores for elementary-age English language learners: Evidence of bias? ↗
    Joshua Wilson; Yue Huang
    multilingual writers
    doi:10.1016/j.asw.2024.100815
  18. Apr 2024
    Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP ↗
    Vicent Beltrán-Palanques
    multimodality
    doi:10.1016/j.asw.2024.100809
  19. Apr 2024
    The assessment of writing in languages other than English (LOTE) ↗
    Beverly Baker; Atta Gebril
    doi:10.1016/j.asw.2024.100840
  20. Apr 2024
    A comparison between input modalities and languages in source-based multilingual argumentative writing ↗
    Roberto Arias-Hermoso; Ainara Imaz Agirre; Eneritz Garro Larrañaga
    multilingual writers
    doi:10.1016/j.asw.2024.100813
  21. Apr 2024
    Characteristics of students’ task representation and its association with argumentative integrated writing performance ↗
    Choo Mui Cheong; Yaping Liu; Run Mu
    doi:10.1016/j.asw.2024.100845
  22. Apr 2024
    Volume 60 editorial ↗
    David Slomp; Martin East
    doi:10.1016/j.asw.2024.100857
  23. Apr 2024
    Engagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye? ↗
    Madhu Neupane Bastola; Guangwei Hu
    doi:10.1016/j.asw.2024.100841