《Assessing Writing》雜志的最新年發文量為73篇。
這表明該刊在每年都會精選并發表一定數量的高質量文章，以保持其在教育學和教育研究領域的學術影響力。
該刊聚焦于文學-教育學和教育研究領域的前沿研究，致力于推動該領域新技術和新知識的傳播與應用。同時它積極鼓勵研究人員詳細發表其高質量的實驗研究和理論成果。
該刊的平均審稿周期約為 。
Assessing Writing 雜志發文統計
文章名稱引用次數
- Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students19
- Student engagement with teacher and automated feedback on L2 writing19
- Analysis of syntactic complexity in secondary education EFL writers at different proficiency levels5
- Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation5
- Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context5
- Complexity, consequence, and frames: A quarter century of research in Assessing Writing5
- The influence of lexical features on teacher judgements of ESL argumentative essays5
- Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing4
- Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing4
- Assessing student-writers' self-efficacy beliefs about text revision in EFL writing4
國家/地區發文量
- USA40
- CHINA MAINLAND16
- England11
- Australia7
- New Zealand7
- Canada6
- GERMANY (FED REP GER)5
- Switzerland3
- Taiwan3
- Iran2
