| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A large-scale corpus for assessing written argumentation: PERSUADE 2.0
|
Crossley, S.A.
|
|
|
61 |
C |
p.
|
artikel
|
| 2 |
Analysis and recommendation system-based on PRISMA checklist to write systematic review
|
Agrawal, Smita
|
|
|
61 |
C |
p.
|
artikel
|
| 3 |
A teacher’s inquiry into diagnostic assessment in an EAP writing course
|
Qayyum, Rabail
|
|
|
61 |
C |
p.
|
artikel
|
| 4 |
Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development
|
Peng, Carrie Xin
|
|
|
61 |
C |
p.
|
artikel
|
| 5 |
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process
|
Wang, Xiaozhu
|
|
|
61 |
C |
p.
|
artikel
|
| 6 |
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test
|
Xie, Qin
|
|
|
61 |
C |
p.
|
artikel
|
| 7 |
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]
|
Teng, Mark Feng
|
|
|
61 |
C |
p.
|
artikel
|
| 8 |
Discourse competence in Hong Kong secondary students’ disciplinary research writing
|
Pun, Jack
|
|
|
61 |
C |
p.
|
artikel
|
| 9 |
Does “more complexity” equal “better writing”? Investigating the relationship between form-based complexity and meaning-based complexity in high school EFL learners’ argumentative writing
|
Yasuda, Sachiko
|
|
|
61 |
C |
p.
|
artikel
|
| 10 |
Editorial
|
East, Martin
|
|
|
61 |
C |
p.
|
artikel
|
| 11 |
Editorial Board
|
|
|
|
61 |
C |
p.
|
artikel
|
| 12 |
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy
|
Weng, Fanrong
|
|
|
61 |
C |
p.
|
artikel
|
| 13 |
EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach
|
Zhang, Lawrence Jun
|
|
|
61 |
C |
p.
|
artikel
|
| 14 |
EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing
|
Guo, Kai
|
|
|
61 |
C |
p.
|
artikel
|
| 15 |
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective
|
Saeed, Murad Abdu
|
|
|
61 |
C |
p.
|
artikel
|
| 16 |
Examining the direct and indirect impacts of verbatim source use on linguistic complexity in integrated argumentative writing assessment
|
Cai, Huiying
|
|
|
61 |
C |
p.
|
artikel
|
| 17 |
Exploring the multi-dimensional human mind: Model-based and text-based approaches
|
Kim, Min Kyu
|
|
|
61 |
C |
p.
|
artikel
|
| 18 |
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus
|
Hao, Yuxin
|
|
|
61 |
C |
p.
|
artikel
|
| 19 |
Influence of prior educational contexts on directed self-placement of L2 writers
|
Kim, Youmie J.
|
|
|
61 |
C |
p.
|
artikel
|
| 20 |
Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices
|
Abdel Latif, Muhammad M.M.
|
|
|
61 |
C |
p.
|
artikel
|
| 21 |
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach
|
Peng, Yuxin
|
|
|
61 |
C |
p.
|
artikel
|
| 22 |
Navigating innovation and equity in writing assessment
|
Hartwell, Kelly
|
|
|
61 |
C |
p.
|
artikel
|
| 23 |
Thirty years of writing assessment: A bibliometric analysis of research trends and future directions
|
Dong, Jihua
|
|
|
61 |
C |
p.
|
artikel
|
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