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analysis, Written Communication, 28, 282, 10.1177\u002F0741088311410188\nCrowhurst, 1987, Cohesion in argument and narration at three grade levels, Research in the Teaching of English, 21, 185\nDe Beaugrande, 1981\nDepartment for Education, (2014). The national curriculum in England: Key Stages 1 and 2 framework document. Available at: 〈https:\u002F\u002Fwww.gov.uk\u002Fgovernment\u002Fpublications\u002Fnational-curriculum-in-england-secondary-curriculum〉 (Accessed: 11 March 2019).\nDuggleby, 2015, Does the use of connective words in written assessments predict high school students’ reading and writing achievement?, Reading Psychology, 37, 511, 10.1080\u002F02702711.2015.1066910\nEllis, 2018, Towards a modular language curriculum for using tasks, Language Teaching Research, 23, 454, 10.1177\u002F1362168818765315\nEvola, 1980, Discrete point versus global scoring for cohesive devices, 177\nFitzgerald, 1986, Textual cohesion and coherence in children’s writing, Research in the Teaching of English, 20, 263\nGalloway, 2015, Modeling the relationship between lexico-grammatical and discourse organization skills in middle grade writers: Insights into later productive language skills that support academic writing, Reading and Writing: An Interdisciplinary Journal, 28, 797, 10.1007\u002Fs11145-015-9550-7\nGraesser, 2003, What do readers need to learn in order to process coherence relations in narrative and expository text?, 82\nGranados, 2021, English L2 connectives in academic bilingual discourse: A longitudinal computerized analysis of a learner corpus, Revista Signos, 54, 626, 10.4067\u002FS0718-09342021000200626\nGuo, 2013, Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study, Assessing Writing, 18, 218, 10.1016\u002Fj.asw.2013.05.002\nHalliday, 1976\nHaswell, R.H. , (1990). 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ERIC Institute of Education Sciences Retrieved from 〈http:\u002F\u002Feric.ed.gov\u002F?id=ED323537i〉.\nHaswell, 2000, Documenting improvement in college writing, Written Communication, 17, 307, 10.1177\u002F0741088300017003001\nJafarpur, 1991, Cohesiveness as a basis for evaluating compositions, System, 19, 459, 10.1016\u002F0346-251X(91)90026-L\nJohnson, 1992, Cohesion and coherence in compositions in Malay and English, RELC Journal, 23, 1, 10.1177\u002F003368829202300201\nKing, 1979, Toward a theory of early writing development, Research in the Teaching of English, 13, 243\nKolln, 1999, Cohesion and coherence, 93\nLee, 2019\nLiu, 2005, Cohesive features in argumentative writing produced by Chinese undergraduates, System, 33, 623, 10.1016\u002Fj.system.2005.02.002\nMcCulley, 1985, Writing quality, coherence, and cohesion, Research in the Teaching of English, 19, 269\nMcCutchen, 1986, Domain knowledge and linguistic knowledge in the development of writing ability, Journal of Memory and Language, 25, 431, 10.1016\u002F0749-596X(86)90036-7\nMcCutchen, 1982, Coherence and connectedness in the development of discourse production, Text-Interdisciplinary Journal for the Study of Discourse, 2, 113, 10.1515\u002Ftext.1.1982.2.1-3.113\nMcNamara, 2010, Linguistic features of writing quality, Written Communication, 27, 57, 10.1177\u002F0741088309351547\nMcNamara, 2013, Natural language processing in an intelligent writing strategy tutoring system, Behavior Research Methods, 45, 499, 10.3758\u002Fs13428-012-0258-1\nMcNamara, 1996, Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text, Cognition and Instruction, 14, 1, 10.1207\u002Fs1532690xci1401_1\nMcNamara, 1996, Learning from texts: Effects of prior knowledge and text coherence, Discourse Processes, 22, 247, 10.1080\u002F01638539609544975\nNeuner, 1987, Cohesive ties and chains in good and poor freshman essays, Research in the Teaching of English, 21, 92\nO'Reilly, 2007, The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional \"high-stakes\" measures of high school students' science achievement, American Educational Research Journal, 44, 161, 10.3102\u002F0002831206298171\nPlonsky, 2014, How big is \"Big\"? 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(1998). Second language development in writing: Measures of fluency, accuracy, & complexity. (Technical Report #17). University of Hawaii Press.\nWu, 1999, Reading instruction in China, Journal of Curriculum Studies, 31, 571, 10.1080\u002F002202799183016\nYuan, 2009, Measuring learner language in L2 Chinese in fluency, accuracy, and complexity, Journal of the Chinese Language Teachers Association, 44, 109\nZhang, 2019, Chinese writing composition among CFL learners: A comparison between handwriting and typewriting, Computers and Composition, 54, 10.1016\u002Fj.compcom.2019.102522\nZheng, 2013, Digital writing and diversity: The effects of school laptop programs on literacy processes and outcomes, Journal of Educational Computing Research, 48, 267, 10.2190\u002FEC.48.3.a\nZhi, 2021, Investigating the authenticity of computer- and paper-based ESL writing tests, Assessing Writing, 50, 10.1016\u002Fj.asw.2021.100548\nZhu, 2016, Word-processor or pencil-and-paper? A comparison of students’ writing in Chinese as a foreign language, Computer Assisted Language Learning, 29, 596, 10.1080\u002F09588221.2014.1000932",{"EN":442},"What skills are being assessed? 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and old places: An analysis of writing assessment software, Computers and Composition, 28, 97, 10.1016\u002Fj.compcom.2011.04.004\nWagner, 2017, The interplay between student-led discussions and argumentative writing, TESOL Quarterly, 51, 438, 10.1002\u002Ftesq.340\nWilliams, 2019, Technology and writing: Review of research, Computers & Education, 128, 227, 10.1016\u002Fj.compedu.2018.09.024\nXu, 2022, Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives\nYin, 2020, English as a foreign language learner interaction with chatbots: Negotiation for meaning, International Online Journal of Education and Teaching (IOJET), 7, 390\nZhang, 2020, Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions, Assessing Writing, 43, 1, 10.1016\u002Fj.asw.2019.100439\nZhang, 2021, A commentary of GPT-3 in MIT Technology Review 2021, Fundamental Research, 1, 831, 10.1016\u002Fj.fmre.2021.11.011\nZhu, 2001, 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2003, Responding to and assessing student writing: The uses and limits of technology, 234\nAttali, 2011\nAttali, 2010, Performance of a generic approach in automated essay scoring, Journal of Technology Learning, and Assessment, 10\nAttali, 2006, Automated essay scoring with e-rater v.2, Journal of Technology Learning, and Assessment, 4\nBennett, 2006, Moving the field forward: Some thoughts on validity and automated scoring, 403\nBennett, 2011\nBennett, 1998, Validity and automated scoring: It's not only the scoring, Educational Measurement: Issues and Practice, 17, 9, 10.1111\u002Fj.1745-3992.1998.tb00631.x\nBernstein, 2000, Two experiments on automatic scoring of spoken language proficiency, 57\nBraun, 1988, Understanding scoring reliability: Experiments in calibrating essay readers, Journal of Educational Statistics, 13, 1, 10.2307\u002F1164948\nBraun, 2006, Rule-based methods for automatic scoring: Application in a licensing context, 83\nBreland, 2004\nBridgeman, 2012, Comparison 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New evidence on the short- and long-term effects of written error correction\nFerris, 2010, Second language writing research and written corrective feedback in SLA: Intersections and practical applications, Studies in Second Language Acquisition, 32, 181, 10.1017\u002FS0272263109990490\nGoldstein, 2005\nHair, 2010\nJahedizadeh, 2019, Academic buoyancy in higher education: Developing sustainability in language learning through encouraging buoyant EFL students, Journal of Applied Research in Higher Education, 10.1108\u002FJARHE-04-2018-0067\nJang, 2019, The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality, Reading and Writing, 32, 1129, 10.1007\u002Fs11145-018-9903-0\nKaplan, 2012, Motivation theory in educational practice: Knowledge claims, challenges, and future directions, 165\nKline, 2015\nLee, 2020, Utility of focused\u002Fcomprehensive written corrective feedback research for authentic L2 writing classrooms, Journal of Second Language Writing, 49, 10.1016\u002Fj.jslw.2020.100734\nLou, 2019, Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching, System, 86, 1, 10.1016\u002Fj.system.2019.102126\nMan, 2021, Promoting student engagement with teacher feedback through rebuttal writing, Educational Psychology, 41, 883, 10.1080\u002F01443410.2020.1746238\nMartin, 2006, Academic resilience and its psychological and educational correlates: A construct validity approach, Psychology in the Schools, 43, 267, 10.1002\u002Fpits.20149\nMartin, 2008, Academic buoyancy: Towards an understanding of students' everyday academic resilience, Journal of School Psychology, 46, 53, 10.1016\u002Fj.jsp.2007.01.002\nMartin, 2013, Academic buoyancy and academic resilience: Exploring ‘everyday’and ‘classic’resilience in the face of academic adversity, School Psychology International, 34, 488, 10.1177\u002F0143034312472759\nMolden, 2006, Finding “meaning” in Psychology: A lay theories approach to self-regulation, social perception, and social development, 61, 192\nNassaji, 2016, Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research, Language Teaching Research, 20, 535, 10.1177\u002F1362168816644940\nPapi, 2018, Motivation as quality: Regulatory ft efects on incidental vocabulary learning, Studies in Second Language Acquisition, 40, 707, 10.1017\u002FS027226311700033X\nPapi, 2019, Feedback‐seeking behavior in language learning: Basic components and motivational antecedents, The Modern Language Journal, 103, 205, 10.1111\u002Fmodl.12538\nPapi, 2020, Feedback-seeking behavior in second language writing: Motivational mechanisms, Reading and Writing, 33, 485, 10.1007\u002Fs11145-019-09971-6\nPatton, 2015\nStrauss, 1998\nTaguchi, 2009, The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study, 66\nTaherdoost, 2016, Sampling methods in research methodology; how to choose a sampling technique for research. How to Choose a Sampling Technique for, Research International Journal of Academic Research in Management, 5, 18\nTahmouresi, 2021, Future selves, enjoyment and anxiety as predictors of L2 writing achievement, Journal of Second Language Writing, 53, 10.1016\u002Fj.jslw.2021.100837\nTruscott, 2008, Error correction, revision, and learning, Journal of Second Language Writing, 17, 292, 10.1016\u002Fj.jslw.2008.05.003\nVan Beuningen, 2012, Evidence on the effectiveness of comprehensive error correction in second language writing, Language Learning, 62, 1, 10.1111\u002Fj.1467-9922.2011.00674.x\nVandeWalle, 2003, A goal orientation model of feedback-seeking behavior, Human Resource Management Review, 13, 581, 10.1016\u002Fj.hrmr.2003.11.004\nWaller, 2017, Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation, Journal of Second Language Writing, 35, 54, 10.1016\u002Fj.jslw.2017.01.004\nXu, 2022, Incremental intelligence matters: 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beliefs and motivation in writing development, 160\nBruning, 2013, Examining dimensions of self-efficacy for writing, Journal of Educational Psychology, 105, 25, 10.1037\u002Fa0029692\nBurstein, J., McCaffrey, D., Klebanov, B. B., & Ling, G. (2017, September 8). Exploring relationships between writing & broader outcomes with automated writing evaluation. 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