Lexical diversity (LD) is an important indicator of second language lexical development. Much research has investigated LD indices, with a focus on learners of English. However, further research is needed in languages that are typologically distinct from English, such as Korean. In this study, we evaluated the reliability and validity of LD…

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…

Writing is hard for students who are learning English; they often find it challenging to transform what is on their mind in writing. Therefore, this study examined the relationship between the writing test and assessment writing through argumentative writing. Data was analyzed using the correlation test to determine the close relationship between…

This study investigates the effects of teacher-focused feedback (TF) and automatic writing evaluation (AWE) on global writing performance as well as syntactic complexity, accuracy, lexical diversity, and fluency (CALF) of English as a foreign language (EFL) learners' narrative and argumentative writings. The participants were randomly assigned to…

Assessing the content of learners' compositions is a common practice in second language (L2) writing assessment. However, the construct definition of content in L2 writing assessment potentially underrepresents the target competence in content and language integrated learning (CLIL), which aims to foster not only L2 proficiency but also critical…

This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…

Investigating links between temporal features of the writing process (e.g., bursts and pauses during writing) and the linguistic features found in written products would help us better understand intersections between the writing process and product. However, research on this topic is rare. This article illustrates a method to examine associations…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

Given that interaction patterns are one of the most critical components of the collaborative writing (CW) strategy, especially regarding text quality, the present study investigates the interaction patterns of argumentative text quality in CW at advanced-level undergraduate L2 writing. Ninety-five undergraduate learners participated in the…

This study seeks to investigate the relationship between text formality and writing quality by quantifying text formality in EFL English writing. In order to conduct the research, 548 English argumentation compositions were evaluated in terms of the five Coh-Metrix text formality dimensions: narrativity, syntactic simplicity, word concreteness,…

Textual coherence is an important part of writing. This study examines whether textual coherence affects the quality of argumentative essays by evaluating papers written by 22 EFL university students. Firstly, the argumentative essays were evaluated by two raters using an AP English Argumentative Writing rubric available on Turnitin, an online…

English is a demanding language for EFL students especially ones without access to additional support like tutorials, extra classes, and opportunities to use English in their daily lives. Scaffolding the writing process for students and making automatic use of genre knowledge would help them improve their English writing performance. Little is…

This study investigates the relationship between socioeconomic status (SES), self-regulated learning strategies (SRLSs), and writing proficiency of complexity, accuracy, and fluency (CAF) in English as a second language writing learning context, using Bourdieu's theory of social practice as a framework. This study's conceptual model specifies that…

This study aims to develop a robust rubric for evaluating artificial intelligence (AI)--assisted essay writing in English as a Foreign Language (EFL) contexts. Employing a modified Delphi technique, we conducted a comprehensive literature review and administered Likert scale questionnaires. This process yielded nine key evaluation criteria,…

This study investigates task-specific emotions, examining how they arise and impact performance in a second language writing task through the lens of control-value theory and a positive psychology (PP) perspective. Participants were 206 secondary English-as-a-foreign-language learners from rural China. They completed an English argumentative…