HIGHLIGHTS
- who: StefanOu2019Grady from the reading-into-writing tasks draw upon domain relevant cognitive processes, relating to discourse synthesis and textual representation, which are not engaged in independent writing tasks (Chan, have published the research work: Language Learning in Higher Education, in the Journal: (JOURNAL)
- what: This study seeks to fill this gap by adapting the binary approach to develop a scale for integrated assessment and investigating raters` perceptions of scale content. To explore this issue, this study seeks to answer the following questions. The aim of this study was to develop and validate a rating . . .
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