Achievement goal theory emphasizes the importance of achievement goals in learning behavior and performance, particularly in challenging tasks. However, little research has explored how achievement goals contribute to strategy use and integrated writing (IW) performance. The present study examined the relationship between achievement goals (task-,…

Keystroke logs provide a comprehensive record of observable writing processes. Previous studies examining the keystroke logs of young L1 English writers performing experimental writing tasks have identified writing processes features predictive of the quality of responses. Contrarily, large-scale studies on the dynamic and temporal nature of L2…

Research into metacognition has found it to facilitate self-regulation and correlate to learners' L2 writing level. Following Lee & Mak's (2018) framework of Metacognitive Instruction (MI) for L2 writing classrooms, this study applies Dynamic Assessment (DA) to writing MI (MI-DA) in a rural middle school EFL class in China. A one-semester…

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…

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 article argues that task representation should be considered as part of the construct of classroom-based academic writing. Task representation is a process that writers move through when creating a unique mental model of the requirements for each new writing task they encounter. Writers' task representations evolve throughout the composing…

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…

This article discusses a case study on an item writing process that reflects on our practical experience in an item development project. The purpose of the article is to share our lessons from the experience aiming to demystify item writing process. The study investigated three issues that naturally emerged during the project: how item writers use…