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Investigating Source Use, Discourse Features, and Process in Integrated Writing Tests

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References

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1997Measures of Linguistic Accuracy in Second Language Writing Research328 cited

2000Toward an Empirical Model of EFL Writing Processes: An Exploratory Study320 cited

Cited by

2016Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency75 cited
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2014What accounts for integrated reading-to-write task scores?61 cited
2014Summary writing in a Thai EFL university context60 cited
2020Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts52 cited
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2010Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis51 cited
2014Toward a Model of Strategies and Summary Writing Performance50 cited
2016Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks49 cited
2020The relationship between features of source text use and integrated writing quality49 cited
2018Source use in the story continuation writing task41 cited
2019L2 writers’ use of outside sources and the related challenges39 cited
2019Exploring L2 writers’ source-text use in an integrated writing assessment36 cited
2018Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries36 cited
2022The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance: A multigroup structural equation modeling approach35 cited
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