L2 learners’ challenges in integrated writing tasks: implications for writing teachers and developers of diagnostic assessments
Author:
Affiliation:
1. Department of Educational Psychology, University of Connecticut, Storrs, USA
2. Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/09571736.2023.2301604
Reference67 articles.
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2. Towards a Theory of Diagnosis in Second and Foreign Language Assessment: Insights from Professional Practice Across Diverse Fields
3. Archer, A.L., and C.A. Hughes. 2011. Explicit Instruction: Effective and Efficient Teaching. New York: Guilford Press.
4. Ary, D., L.C. Jacobs, C. Sorensen, and D.A. Walker. 2014. Introduction to Research in Education. 9th ed. Belmont: Wadsworth.
5. Barkaoui K. 2015. Test takers writing activities during the TOEFL iBT® writing tasks: a stimulated recall study (TOEFL iBT Research Report No. 25). Educational Testing Service.
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