This study investigated the effects of strategic planning and task structure (personal, narrative, and decision-making tasks) on L2 writing outcomes. One hundred and twenty intermediate English as a foreign language learners were randomly divided into strategic-planning and no-planning-time groups. The strategic-planning group performed the three…

The present study extended research on the effectiveness of automated writing evaluation (AWE) systems. Sixth graders were randomly assigned by classroom to an AWE condition that used "Project Essay Grade Writing" (n = 56) or a word-processing condition that used Google Docs (n = 58). Effectiveness was evaluated using multiple metrics:…

Students' dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students' emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer…

This volume presents a selection of eight papers presented at three symposia on English for Specific Purposes (ESP) and English for Academic Purposes (EAP) that were held at the Free University of Bozen-Bolzano, Italy. The experiences detailed in the chapters offer a representative sample of the diversity of approaches to teaching and assessing…

The poster discusses the possibilities of technology-assisted peer feedback in English as a Foreign Language (EFL) writing classrooms among low proficiency students. It is a part of an ongoing research project developed after a study conducted in the first half of 2019 (Lazic & Tsuji, 2020a, 2020b). The first goal is to explore the…

Since the 1990s, grammatical complexity is a topic that has received considerable attention in various fields of applied linguistics, such as English for academic purposes, second language acquisition, language testing, and second language writing (Bulte & Housen, 2012). Many scholars in applied linguistics have recently argued that…

This study gauged the current level of Iranian EFL (English as a Foreign Language) teachers in Writing Assessment Literacy (WAL) and identified their training needs in this area. Further, this research investigated the teachers' beliefs about scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different…

L2 student writers in UK universities often seek the services of a 'proofreader' before submitting work for assessment, and the proliferation of freelance proofreaders and online proofreading agencies has led to debates about the ethics of the proofreading of student writing in publications such as "Times Higher Education". This study…

Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners' achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing…

Purpose: This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon's map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first…

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response…

This paper reports beliefs and preferences of second-language (L2) students regarding effective writing feedback strategies, especially conferences for oral and written feedback. Guiding the study were these questions: (1) Do L2 university students prefer to receive direct or indirect teacher feedback on written-language problems? (2) Do the…

Mokken scale analysis (MSA) is a probabilistic-nonparametric approach to item response theory (IRT) that can be used to evaluate fundamental measurement properties with less strict assumptions than parametric IRT models. This instructional module provides an introduction to MSA as a probabilistic-nonparametric framework in which to explore…

Recent English Language Arts standards emphasize teaching students to use text evidence to support their claims and opinions; yet, students often struggle to do so effectively in their writing. To help students develop this skill, clearer understanding of what effective evidence use entails and targeted feedback to guide students' writing…

The main aim of this research study is to investigate the clarity and familiarity of three scoring rubrics used in a Saudi university's preparatory year program (PYP) for assessing students' writing achievement in midterm and final exams. This exploration is important in providing some evidence for the quality of scoring rubrics. To achieve that…