Learners' personality traits and self-assessment have an essential role in their academic
achievement and the well-being of society. Although L2 grit and the core of self-assessment …

Learners' metacognitive competencies play a vital role in affecting their learning outcomes,
especially for language learners who need to write in English as a foreign language (EFL) …

Ideal second language (L2) writing self (ILWS), defined as an individual's hoped-for future
self-concept in L2 writing, is underlyingly correlated with imagination. Both ILWS and …

The present study used the Mixed Rasch Model (MRM) to identify multiple profiles in L2
students' writing with regard to several linguistic features, including content, organization …

Many researchers have acknowledged the role of metacognition in facilitating learning to
write in English as a foreign language (EFL). Although research on metacognition has …

Effective education and evaluation may be achieved when the mental and emotional health
of the students being evaluated are taken into consideration. As a consequence of this, the …

Despite abundant research on the role of metacognitive knowledge and metacognitive
strategies in learning to write in English as a foreign language (EFL), the role of …

The effect of assessment types (self, peer, and teacher) on the EFL writing strategies
development was examined in this study. Sixty upper-intermediate EFL learners at Qazvin …

The present study explored the extent to which teacher assessment (TA) and peer
assessment (PA) differ in terms of magnitude and patterns of distribution across English as a …

The strategic processes that contribute to construct-relevant variations in test results (such
as metacognitive and cognitive strategies) and construct-irrelevant variances (such as test …