Focusing efficiently on potential weaknesses in the validity argument of writing assessments--such as writing subjectivity, content coverage, criteria vagueness, and raters' incompetence--has been shown to positively enhance teachers' overall writing assessment competence (AC). In this study, we propose a computational bootstrapping model of…

Metaphors are known to present both opportunities and challenges for second language learners, but relatively little is known about learners' awareness of them. To investigate this, we analyzed 72 argumentative essays written in English by a group of 37 intermediate Chinese university students of English. We identified metaphors using an…

Multidimensional (MD) analysis contributes to a comprehensive linguistic description of second language (L2) writing texts. However, cross-linguistic studies based on MD analysis are still insufficient and need to be increased. In particular, the unavailability of comparable corpora prevents current MD-based L2 writing research from making…

This study aimed to explore the experiences of Chinese EFL doctoral students in constructing their academic identities through critical argumentation in their thesis writing in an English as a Medium of Instruction (EMI) context. Data were collected through semi-structured interviews and document analysis. Narrative analysis was used to examine…

This case study explores how English-as-a-foreign language (EFL) learners reconstructed their writing beliefs when exposed to a systemic functional linguistics (SFL)--based writing curriculum. The study was conducted through qualitative content analyses of four EFL students' interviews, journal entries, teacher/peer feedback, as well as their…

It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address…