Assessing Writing

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	599
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	475
Book review	159
The relationship between executive functions, source use, and integrated writing performance	65
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	59
Effects of a genre and topic knowledge activation device on a standardized writing test performance	56
Examining the relevance of three TOEFL Essentials writing tasks to the accounting profession: The role of domain experts	47
Editorial Introduction – AI, corpora, and future directions for writing assessment	44
Exploring new insights into the role of cohesive devices in written academic genres	42
Investigating the dimensions and determinants of children’s narrative writing in Korean	40
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products	40
Assessing writing in fourth grade: Rhetorical specification effects on text quality	39
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	39
Editorial	37
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	36
Editorial	36
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	35
From spelling to content: The influence of spelling quality on text assessment	35
Young L2 students’ use of an AI-assisted writing assessment and feedback tool: An exploratory study in multiple settings	33
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	33
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	31
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	27
Using ChatGPT for second language writing: Pitfalls and potentials	25
Using Peerceptiv to support AI-based online writing assessment across the disciplines	25
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	24

Book review	24
Editorial Board	24
Using unfolding models to identify targeted feedback strategies for student writing	24
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	23
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	23
How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models	23
Book review	20
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	20
Editorial - vol 55 Jan 2023	20
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	20
Connecting form with function: Model texts for bilingual learners’ narrative writing	19
Improving writing feedback quality and self-efficacy of pre-service teachers in Gen-AI contexts: An experimental mixed-method design	19
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	19
Examining linguistic reasoning and metalinguistic strategies in L2 writing: Insights from teacher- and AI-feedback revisions	19
Writing productivity development in elementary school: A systematic review	19
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	18
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	18
Evaluating the consistency between human raters and three AI systems on the scoring of argumentative essays	18
Verb-centric or balanced?: An NLP-based assessment of word class contributions to L2 writing proficiency	18
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	17
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	16
Editorial	16
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective	16
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	16
Book review	15
Editorial Volume 54	15
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	15
Assessing the reliability and validity of large language models in automatic essay scoring	14
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	14
Assessing Korean writing ability through a scenario-based assessment approach	13
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	13
“Investigating the impact of ChatGPT-assisted self-assessment on college students’ writing development: Insights from diverse linguistic backgrounds”	13
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	12
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	12
Pursuing fair writing assessment: Halo effects in primary school foreign language writing in grade six	12
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	12
Comparing trained EFL peer reviewers’ feedback: From claim to reality	12
Contributions of working memory capacity and mental set shifting to second language (English) writing performance	11
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	11
Generative artificial intelligence for automated essay scoring: Exploring teacher agency through an ecological perspective	11
Epistemic cognition and feedback engagement: A case study of Chinese L2 writers	11
Beyond the page: A multimodal self-efficacy framework for assessing L2 digital-academic writing	11
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	11
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	11
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	11
The development and validation of a scale on L2 writing teacher feedback literacy	11
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	11
Using GenRewrite to provide personalized feedback for form-function alignment in EAP writing	10
Lexical richness in young English learners’ writing: A focus on opinion and listen-write task types	10
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	10

Book review	10
Exploring the development of noun phrase complexity in L2 English writings across two genres	9
Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models	9
Developing a rating scale for written intralinguistic mediation in a local context	9
Linguistic predictors of L2 writing performance: Variations across genres	9
Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	9
Navigating innovation and equity in writing assessment	9
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	8
Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	8
Making things happen: A study of grammatical metaphors in L2 writing scripts	8
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers	8
Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction	8
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	8
A move analysis of Chinese L2 student essays from the sociocognitive perspective: Genres, languages, and writing quality	7
Assessing GenAI-assisted digital multimodal composing: Reconceptualizing a genre-based framework through self-assessment and peer assessment	7
A meta-analysis of socioeconomic differences in writing achievement: Writing test features and student characteristics as moderators	7
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	7
Editorial Board	7
Adjective–noun combinations in L2 and L1 writing: The effects of acquisition context, proficiency, and topic, with essay length as a covariate	7
Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese	7
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	7
Comparing computer-based and paper-based rating modes in an English writing test	7
GPTZero and the challenges of AI detection in assessing writing	7
Promoting cognitive engagement with peer feedback through peer review training: The case of Chinese tertiary-level EFL learners	7
Editorial	7
Unveiling the antecedents of feedback-seeking behavior in L2 writing: The impact of future L2 writing selves and emotions	6
The relation between linguistic accuracy and scoring of Swedish EFL students’ writing during a high-stakes exam	6
Assessing writing practices in higher education: Characterizing self-reported practices and identifying their determinants	6
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas	6
Trinka: Facilitating academic writing through an intelligent writing evaluation system	6
Editorial Board	6
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	6
AI-assisted vibe coding with Base44: Creating personalized tools for argumentative writing	6
Measuring engagement in technology-supported collaborative argumentative writing: Development and validation of the T-CLEA scale	6
Book review	6
Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing	5
Exploring the roles of gender, linguistic, and cognitive variables in continuation writing task performance among learners of English	5
A mixed Rasch model analysis of multiple profiles in L2 writing	5
Editorial Board	5
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	5
Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit	5
Book review	5
Argument chains as a tool to improve automated scoring of argumentative writing	5
Unacclimatized?: Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts	5
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	5
Insights from lexical and syntactic analyses of a French for academic purposes assessment	5
Amplifying test-taker voices in the validation of L2 writing assessment tasks	5
Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement	5
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	5
Navigating the emotional journey of writing feedback: A scoping review of empirical studies (2005–2025)	5
Editorial	5
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	4
Impact of task repetition schedules and emotions on L2 writing performance profiles using latent transition analysis	4
The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective	4
When AI reframes what ‘counts’ as ‘good’ writing	4
Extracting interpretable writing traits from a large language model	4
Book review	4
Toward the fair and valid use of curriculum-based measurement for students with intensive writing needs and linguistically diverse backgrounds	4
Using DeepSeek’s reasoning-based AI model to support written feedback practices	4
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	4
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	4
The effects of task complexity and language aptitude on EFL learners’ writing performance	4
Evaluating GPT ratings of EFL writing: A scoping review	4
Associations of adolescents’ argumentative writing scores and growth when evaluated by different human raters and artificial intelligence models	4
Book review	4
Effects of task-based language teaching on functional adequacy in L2 writing	4
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	4
Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?	3
An investigation into L2 writing teacher beliefs and their possible sources	3
Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum	3
When does GenAI feedback support learning? Trust calibration and verification in L2 writing assessment	3
How reliable and valid is peer evaluation in adolescents’ L2 argumentative writing?	3
Developing students’ feedback literacy in disciplinary academic writing through generative artificial intelligence	3
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	3
Assessing academic language in tenth grade essays using natural language processing	3
Reassessing automated essay scoring with large language models: Evidence from API and GUI interfaces	3
Can generative AI figure out figurative language? The influence of idioms on essay scoring by ChatGPT, Gemini, and Deepseek	3
Resiliency and vulnerability in early grades writing performance during the COVID-19 pandemic	3
Editorial	3
Using ChatGPT to facilitate vocabulary learning in continuation writing assessment tasks	3

Unlocking writing success: Building assessment literacy for students and teachers through effective interventions	3
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	3
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	3
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	3
Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?	3
Conceptual, rhetorical and linguistic transformations: Assessing L2 literature review writing using simulated tasks	3
Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition	3
Disentangling copy typing and natural writing behaviors using keystroke logs and deep learning models	3
Understanding the critical thinking experiences of L2 student writers engaged in linguistically supported peer feedback giving	3