The development of written expression includes transcription, text generation, and executive functions (including planning) interacting within working memory. However, executive functions are not formally measured in school-based written expression tasks, although there is an opportunity for examining students' advance planning--a key…

The purpose of this study was to explore the nature of interactions among second/foreign language (L2) writing subskills. Two types of relationships were investigated: subskill-item and subskill-subskill relationships. To achieve the first purpose, using writing data obtained from the writing essays of 500 English as a foreign language (EFL)…

Analysis of keystroke logging data is of increasing interest, as evident from a substantial amount of recent research on the topic. Some of the research on keystroke logging data has focused on the prediction of essay scores from keystroke logging features, but linear regression is the only prediction method that has been used in this research.…

This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…

Writing is an important skill in language learning and in academic achievement. The level of writing anxiety could affect students' achievements positively or negatively. This research aimed to examine the writing anxiety among Saudi female learners enrolled in English language departments at some Saudi universities. It also aimed to identify the…

This paper reports the findings of an action research that was carried out to measure the effectiveness of integrating a social networking website "Edmodo" in students' writing performance in an EFL classroom at Arab Open University (Oman Branch). The participants were 25 students studying English in the Foundation Programme. Along with…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

One major threat to validity in high-stakes testing is construct-irrelevant variance. In this study we explored whether the transition from a paper-and-pencil to a computer-based test mode in a high-stakes test in China, the College English Test, has brought about variance irrelevant to the construct being assessed in this test. Analyses of the…

This mixed-methods study investigates writers' task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative essays each, one in test-like conditions and the other in non-test-like conditions where the participants were allowed to use all the time and online…

The effects of computer and paper test media on EFL test-takers with different computer familiarity in writing scores and in the cognitive writing process have been comprehensively explored from the learners' aspect as well as on the basis of related theories and practice. The results indicate significant differences in test scores among the…

This study explores the construct of a summarization test task by means of single-group and multigroup structural equation modeling (SEM). It examines the interrelationships between strategy use and performance, drawing on data from 298 Taiwanese undergraduates' summary essays and their self-reported strategy use. Single-group SEM analyses…

In the county schools, students are assessed every nine weeks based on a writing prompt using a rubric supplied by the county, but the students are often taught using Writer's Workshop. This action research attempted to determine if Writer's Workshop and the use of writing prompts have different effects on first graders' writing ability and…

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing , and mathematics content that all Arizona students at the third grade level are expected to know and be able to do. AIMS includes multiple-choice…

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing, and mathematics content that all Arizona students in the student's grade level are expected to know and be able to do. AIMS DPA includes…

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing, and mathematics content that all Arizona students in the student's grade level are expected to know and be able to do. AIMS DPA includes…