Subject Areas :
Zaman Kargozari 1 , Mohammad Rostampour 2 , leila akbarpour 3
1 - Department of English Language, Faculty of Humanities, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
2 - Assistant professor of TEFL, Department of English Language Teaching, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
3 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
Keywords:
Abstract :
Bizhani, H. (2009). Evaluating the effectiveness of a face–to–face training program on L2 writing assessment [Master thesis, Allameh Tabatabai University]. Tehran, Iran.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). The relation between learning styles, the Big Five personality traits, and achievement motivation in higher education. Personality and Individual Differences, 26(1), 129-140.
Carlson, S. B., Bridgeman, B., Camp, R., & Waanders, J. (1985). Relationship of admission test scores to writing performance of native and non-native speakers of English. ETS Research Report Series, 1985(1), i-137.
Carrell, P. (1995). The effect of writers' personalities and raters' personalities on the holistic evaluation of writing. Assessing Writing, 2(2), 153– 190.
Connor, U. & Mbaye, A. (2002). Discourse approaches to writing assessment. Annual Review of Applied Linguistics, 22, 263–278.
Costa, P. T., & McCrae, R. R. (2000). Revised NEO personality inventory. Florida: Psychological Assessment Resources.
Cumming, A. (2001). ESL/EFL instructors’ practices for writing assessment: specific purposes or general purposes? Language Testing, 18(2), 207–224.
Djiwandono, S. (2008). A handbook language test for language teachers. Jakarta: PT index.
Feist, J., & Feist, G. J. (2006). Theories of personality. New York: McGraw-Hill.
Gardner, J. (2006). Assessment and learning. UK: Sage Publications.
Gough, H. G. (1979). A creative personality scale for the adjective checklist. Journal of Personality and Social Psychology, 37(8), 1398.
Hake, B. J. (2011). Rewriting the history of adult education: The search for narrative structures. Adult Learning and Education,1, 14-19.
Hargreaves, H. (2007). The validity of collaborative assessment for learning. Assessment in Education, 14(2), 1–14.
Komarraju, M., & Karau, S. J. (2005). The relationship between the Big Five personality traits and academic motivation. Personality and individual differences, 39(3), 557-567.
Kushki, A., Nassaji, H., & Rahimi, M. (2022). Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program. System, 107, 1-13.
Kushki, A., Rahimi, M., & Davin, K. J. (2022). Dynamic assessment of argumentative writing: Mediating task response. Assessing Writing, 52, 100606.
Marlin, B. M. (2003). Modeling user rating profiles for collaborative filtering. Advances in Neural Information Processing Systems, 16, 1-14.
McConnell, D. (2002). The experience of collaborative assessment in E-learning. Studies in Continuing Education, 24(1), 2002, 73–93.
McNamara, T. F. (1996). Measuring second language performance. Essex: Longman.
Moll, L. C. (2013). LS Vygotsky and education. London: Routledge.
Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34–51. https://doi.org/10.1080/09658410008667135
O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43(5), 971-990.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Massachusetts: Addison Wesley Publishing Company.
Oxford test of English. (2021). Grammar level test. London: Oxford.
Oxford test of English. (2021). Vocabulary level test. London: Oxford.
Shrestha, P. & Coffin, C. (2012). Dynamic assessment, tutor mediation, and academic writing development. Assessing Writing, 17, 55–70.
Siyyari, M. (2011). On the cross relationship between self/peer assessment: Rating accuracy and personality traits, and the contribution to writing performance [Doctoral dissertation, Allameh Tabataba’i University]. Tehran, Iran.
Van Hout, T. (2016). Discourse Analysis and Journalistic Role Performance. In T. Van Hout & E. De Smedt (Eds.), Journalistic Role Performance (pp. 239-252). USA: Routledge.
Vygotsky, L. S. (1930). Mind and Society. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. USA: Harvard University Press.
Wolfradt, U., & Pretz, J. E. (2001). Individual differences in creativity: Personality, story writing, and hobbies. European Journal of Personality, 15(4), 297-310.
Woodard, R., Vaughan, A., & Machado, E. (2017). Exploring culturally sustaining writing pedagogy in urban classrooms. Literacy Research: Theory, Method, and Practice, 66(1), 215-231.