Cited by 138EFL/ESL Teaching and LearningSecond Language Acquisition and LearningWriting and Handwriting Education

The DOI matches its Crossref record; 78 of the 80 references it cites were found in a registry or an index.

Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language

Rahimi, Muhammad, Zhang, Lawrence Jun·2019·Reading and Writing

DOI 10.1007/s11145-018-9887-9

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1007/s11145-018-9887-9

Cites

78 of 78 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Self-efficacy: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,451
A power primer.
Cohen, J. (1992) · Psychological Bulletin · doi:10.1037//0033-2909.112.1.155 · Cited by 8,771
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Motivation in Education: Theory, Research, and Applications
Pintrich, P. R., & Schunk, D. H. (1995) · Cited by 5,724
Task-based Language Learning and Teaching
Ellis, R. (2003) · Asian Journal of English Language Teaching · doi:10.65961/ajelt-2003-1-009 · Cited by 3,601
A Cognitive Approach to Language Learning
Garcia, P., & Skehan, P. (1999) · TESOL Quarterly · doi:10.2307/3587891 · Cited by 3,489
TASK-BASED LANGUAGE LEARNING AND TEACHING
Mackey, A. (2004) · Studies in Second Language Acquisition · doi:10.1017/s0272263104293056 · Cited by 2,842

Show all 80 references

Research works printed but not linked: 4

Hunt, K. W. (1966). Recent measures in syntactic development. Elementary English, 43(7), 732–739.
Kuiken, F., & Vedder, I. (2011). Task complexity and linguistic performance in L2 writing and speaking. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 90–104). Amsterdam: Benjamins.
Robinson, P. (2007). Criteria for grading and sequencing pedagogic tasks. In M. Garcia (Ed.), Investigating tasks in formal language learning (pp. 7–27). Clevedon: Multilingual Matters.
University of Cambridge Local Examinations Syndicate. (2001). Quick Placement Test. Oxford: Oxford University Press.

Sorted by citations

Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021) · Heliyon · doi:10.1016/j.heliyon.2021.e07014 · Cited by 405
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
Tahmouresi, S., & Papi, M. (2021) · Journal of Second Language Writing · doi:10.1016/j.jslw.2021.100837 · Cited by 236
Task-Based Language Teaching
(2013) · Task-based language teaching · doi:10.1075/tblt · Cited by 102
Contributions of foreign language writing emotions to writing achievement
Li, C., Wei, L., & Lu, X. (2023) · System · doi:10.1016/j.system.2023.103074 · Cited by 113
Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study
Zhang, L. J., & Cheng, X. (2021) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2021.101043 · Cited by 96
Self-citation
The role of an open artificial intelligence platform in modern neurosurgical education: a preliminary study
Sevgi, U. T., Erol, G., Doğruel, Y., Sönmez, O. F., Tubbs, R. S., & Güngör, A. (2023) · Neurosurgical Review · doi:10.1007/s10143-023-01998-2 · Cited by 86
Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision
Cheng, X., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.629921 · Cited by 68
Self-citation
Artificial Intelligence-Based Tools in Research Writing
Adams, D., & Chuah, K.-M. (2022) · CRC Press eBooks · doi:10.1201/9781003184157-9 · Cited by 81
Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors
Li, C., Wei, L., & Lu, X. (2024) · Modern Language Journal · doi:10.1111/modl.12954 · Cited by 73
L2 writing anxiety, working memory, and task complexity in L2 written performance
Güvendi̇r, E., & Uzun, K. (2023) · Journal of Second Language Writing · doi:10.1016/j.jslw.2023.101016 · Cited by 82
Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective
Li, C. (2024) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.43371 · Cited by 60
Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements
Rahimi, M., & Zhang, L. J. (2021) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1982431 · Cited by 69
Self-citation
EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE
Xu, T. S., Zhang, L. J., & Gaffney, J. S. (2021) · Studies in Second Language Acquisition · doi:10.1017/s0272263121000310 · Cited by 59
Self-citation
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing
Xu, T. S., Zhang, L. J., & Gaffney, J. S. (2022) · Assessing Writing · doi:10.1016/j.asw.2022.100690 · Cited by 49
Self-citation
Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback
Cheng, X., & Zhang, L. J. (2021) · Sustainability · doi:10.3390/su13158192 · Cited by 46
Self-citation
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals
Papi, M., Wolff, D., Nakatsukasa, K., & Bellwoar, E. (2021) · Language Teaching Research · doi:10.1177/13621688211018808 · Cited by 52
Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights
Li, H. H., Zhang, L. J., & Parr, J. M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.570565 · Cited by 43
Self-citation
The effects of an AWE-aided assessment approach on business English writing performance and writing anxiety: A contextual consideration
Sun, B., & Fan, T. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101123 · Cited by 57
Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks
Zhan, J., Sun, Q., & Zhang, L. J. (2021) · Language Teaching Research · doi:10.1177/13621688211024360 · Cited by 40
Self-citation
Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective
Gao, Y., & Wang, X. (2022) · Journal of language and Education · doi:10.17323/jle.2022.15962 · Cited by 40
Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks
Zhang, W., Zhang, D., & Zhang, L. J. (2021) · Sustainability · doi:10.3390/su13116275 · Cited by 52
Self-citation
Exploring artificial intelligence using automated writing evaluation for writing skills
Abdul Rahman, N. A., Zulkornain, L. H., & Hamzah, N. H. (2022) · Environment-Behaviour Proceedings Journal · doi:10.21834/ebpj.v7isi9.4304 · Cited by 36
The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners.
Fazilatfar, A. M., Kasiri, F., & Nowbakht, M. (2020) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.30466/ijltr.2020.120809 · Cited by 31
Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development
Tabari, M. A., Khajavy, G. H., & Goetze, J. (2024) · Journal of Second Language Writing · doi:10.1016/j.jslw.2024.101116 · Cited by 38
Examining the relationships between cognitive load, anxiety, and story continuation writing performance: a structural equation modeling approach
Wang, H., Zhang, X., Jin, Y., & Ding, X. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03840-6 · Cited by 39
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation
Zhang, W., & Zhang, L. J. (2022) · System · doi:10.1016/j.system.2022.102951 · Cited by 31
Self-citation
What influences college students using AI for academic writing? - A quantitative analysis based on HISAM and TRI theory
Cui, Y. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100391 · Cited by 26
Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study
Li, H. H., & Zhang, L. J. (2021) · PLoS ONE · doi:10.1371/journal.pone.0251569 · Cited by 25
Self-citation
Using Artificial Intelligence to improve Writing Fluency for The Preparatory Stage Students in Distinguished Governmental Language Schools."
Abdalkader, S. M. A. (2022) · Egyptian Journal of Educational Sciences /Egyptian Journal of Educational Sciences · doi:10.21608/ejes.2022.270694 · Cited by 23
Generative artificial intelligence and academic writing: an analysis of the perceptions of researchers in training
Pereira, R., Reis, I. W., Ulbricht, V. R., & dos Santos, N. (2024) · Management Research The Journal of the Iberoamerican Academy of Management · doi:10.1108/mrjiam-01-2024-1501 · Cited by 40
Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing
Rahimi, M. (2024) · System · doi:10.1016/j.system.2024.103261 · Cited by 22
Self-citation
A measure of EFL argumentative writing cognitive load: Scale development and validation
Li, J., & Wang, J. (2024) · Journal of Second Language Writing · doi:10.1016/j.jslw.2024.101095 · Cited by 32
Anxiety in task-based language teaching
An, H., & Li, S. (2024) · Task-based language teaching · doi:10.1075/tblt.16.02anh · Cited by 22
Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing
Kim, K. J., & Pae, T. (2021) · Discourse Processes · doi:10.1080/0163853x.2021.1872989 · Cited by 21
Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT
Tabari, M. A., & Goetze, J. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12582 · Cited by 27
Task complexity and foreign language writing emotions as predictors of EFL writing performance
Wu, L., & Halim, H. A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1323843 · Cited by 32
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives
Cheng, X., & Zhang, L. J. (2024) · Computer Assisted Language Learning · doi:10.1080/09588221.2024.2315070 · Cited by 18
Self-citation
Recursive editing with Google Translate: the impact on writing and error correction
Chang, P., Chen, P.-J., & Lai, L.-L. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2022.2147192 · Cited by 24
Does it really help? Exploring the impact of Al-Generated writing assistant on the students’ English writing
Rahmi, R., Amalina, Z., Andriansyah, A., & Rodgers, A. (2024) · Studies in English Language and Education · doi:10.24815/siele.v11i2.35875 · Cited by 38
EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach
Zhang, L. J., & Zhang, J. (2024) · Assessing Writing · doi:10.1016/j.asw.2024.100877 · Cited by 18
Self-citation
Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning
An, H., & Li, S. (2024) · System · doi:10.1016/j.system.2024.103480 · Cited by 19
The impact of task complexity and translating self-efficacy belief on students’ translation performance: Evidence from process and product data
Zhou, X., Wang, X., & Liu, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.911850 · Cited by 14
A comparative study of the effects of L1 and L2 prewriting discussions on L2 writing performance
Gao, J., & Min, S. (2021) · System · doi:10.1016/j.system.2021.102654 · Cited by 12
The effects of task complexity and collaborative writing on L2 syntactical complexity development: A self-determination theory perspective
Wang, K., Zhang, L. J., Wang, M., Wu, Y., & Cooper, M. R. (2024) · Learning and Motivation · doi:10.1016/j.lmot.2024.102035 · Cited by 13
Self-citation
When Student Translators Meet With Machine Translation: The Impacts of Machine Translation Quality and Perceived Self-Efficacy on Post-Editing Performance
Peng, X., Wang, X., & Li, X. (2024) · SAGE Open · doi:10.1177/21582440241291624 · Cited by 11
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production
Tabari, M. A., Golparvar, S. E., & Khezrlou, S. (2025) · System · doi:10.1016/j.system.2025.103629 · Cited by 14
Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
Zhang, W., Zhang, L. J., & Wilson, A. (2022) · Applied Linguistics Review · doi:10.1515/applirev-2022-0074 · Cited by 12
Self-citation
Effects of reasoning demands triggered by genre on Chinese EFL learners' writing performance
Peng, C., & Bao, Z. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1164262 · Cited by 10
Charting L2 argumentative writing: A systematic review
Farsani, M. A., Stapleton, P., & Jamali, H. R. (2025) · Journal of Second Language Writing · doi:10.1016/j.jslw.2025.101208 · Cited by 10
Collaborative writing in an EFL secondary setting: the role of task complexity
Zhang, M. (2022) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2022-0024 · Cited by 12
The effects of planning type, working memory, and anxiety on L2 writing performance
An, H., & Li, S. (2024) · Task-based language teaching · doi:10.1075/tblt.16.06anh · Cited by 8
The effects of task complexity and language aptitude on EFL learners’ writing performance
Liu, C.-Y., Sun, L.-T., He, Y., & Wu, N. (2023) · Assessing Writing: An International Journal · doi:10.1016/j.asw.2023.100791 · Cited by 7
The effects of task complexity on linguistic complexity and perception in English native speakers’ and L2 speakers’ argumentative writing
Tabari, M. A., & Lee, J. (2024) · Language Awareness · doi:10.1080/09658416.2024.2375226 · Cited by 9
Learner-generated material: the effects of ubiquitous photography on foreign language speaking performance
Huynh, T.-N., Lin, C.-J., & Hwang, G. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10149-1 · Cited by 8
Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance
Cai, Y., & Zhang, L. J. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1142651 · Cited by 7
Self-citation
Peter Skehan’s influence in research on task difficulty
Wang, L., & Zhang, L. J. (2019) · Task-based language teaching · doi:10.1075/tblt.13.09wan · Cited by 7
Self-citation
The effects of model-based feedback on students’ writing performance: the role of writing anxiety and learner beliefs
Mujtaba, S. M., Sippel, L., Barrot, J. S., & Parkash, R. (2025) · Language Awareness · doi:10.1080/09658416.2025.2467113 · Cited by 7
The Effect of Production-Oriented Approach on Chinese University Students’ Foreign Language Writing Anxiety and English Writing Performance: Evidence From a Longitudinal Study
Huang, T., Wu, C., Zhang, W., & Chen, Y. (2025) · SAGE Open · doi:10.1177/21582440251344016 · Cited by 15
Withdrawn: Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing
Tabari, M. A., & Hui, B. (2024) · Modern Language Journal · doi:10.1111/modl.12921 · Cited by 9
The interplay between planning conditions, direct focused feedback, and individual differences in EFL learners’ second language development
An, H., & Li, S. (2025) · System · doi:10.1016/j.system.2025.103728 · Cited by 5
Second Language Cognitive Task Complexity
Sasayama, S., Malicka, A., & Norris, J. M. (2025) · Task-based language teaching · doi:10.1075/tblt.18 · Cited by 7
Effects of reading-writing continuation task on the L3 writing emotions: the mediating role of cognitive load
Zhu, J., & Liu, Z. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2565398 · Cited by 6
Examining the impact of the number of sources on students’ writing performance and self-efficacy beliefs
Allagui, B. (2023) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02175-y · Cited by 8
Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing
Li, S., Wang, Z., & Ge, X. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12636 · Cited by 6
Interaction between CSL students’ motivation and anxiety under different L2 writing tasks: evidence from Vietnamese university students
Wang, C., Zhu, S., & Zhang, H. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1230498 · Cited by 5
Model text as corrective feedback in L2 writing: the role of working memory and vocabulary size
Mujtaba, S. M., Zhang, T., Mao, S. S., & Ahmed, N. (2024) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2023-0242 · Cited by 5
Implications of dispositions for foreign language writing: The case of the Arabic–English learner
Pilotti, M., Mulhem, H. A., Alaoui, K. E., & Waked, A. (2024) · Language Teaching Research · doi:10.1177/13621688241231453 · Cited by 9
Integrative genre-based pedagogy: Enhancing social responsiveness in English medium of instruction and STEM education
Anderson, K. A. (2025) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2025.101483 · Cited by 10
The effects of task complexity and task repetition on sense-aware frequency-based lexical sophistication indices in L2 writing
Tabari, M. A., Lu, X., & Hu, R. (2025) · Language Teaching Research · doi:10.1177/13621688251351734 · Cited by 4
Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels
Wei, D., Mensel, L. V., & Xu, C. (2026) · System · doi:10.1016/j.system.2026.103975 · Cited by 4
Mapping the synergistic interaction of L2 learners’ writing self-efficacy and writing performance: The serial mediating effects of writing anxiety and motivation
Derakhshan, A., & Liu, J. (2026) · Assessing Writing · doi:10.1016/j.asw.2026.101094 · Cited by 6
Effects of achievement emotions on L2 writing performance in argumentative tasks with different complexity levels
Yang, Y., Peng, W., & Chen, G. (2026) · Language Awareness · doi:10.1080/09658416.2025.2545776 · Cited by 5
Automated Writing Evaluation: Users’ Perception and Expectations
UiTM Cawangan Terengganu, D. C., & Mat, A. C. (2024) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2024.14.2.2039 · Cited by 4
Effects of massed and spaced task repetitions on L2 writing task performance and task emotions
Tabari, M. A., Lee, H., & Hanzawa, K. (2025) · Reading & Writing · doi:10.1007/s11145-024-10628-2 · Cited by 5
Impact of task repetition schedules and emotions on L2 writing performance profiles using latent transition analysis
Tabari, M. A., & Lee, H. (2025) · Assessing Writing · doi:10.1016/j.asw.2025.100974 · Cited by 5
Writing Task Complexity, Task Condition and the Efficacy of Feedback
Ghaderi, E., Rouhi, A., Tabrizi, A. R. N., Jafarigohar, M., & Hemmati, F. (2022) · Journal of language and Education · doi:10.17323/jle.2022.12817 · Cited by 5
Investigating composition instructors’ written feedback practices at KSAU-HS of the academic year 2022–23
Alkhateeb, A., & Daweli, T. W. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e28705 · Cited by 4
Pengaruh Proses Menulis dan Kognitif terhadap Kemampuan Menulis Teks Naratif Siswa
Andriani, L., Syihabuddin, S., Sastromiharjo, A., & Anshori, D. S. (2023) · DIGLOSIA Jurnal Kajian Bahasa Sastra dan Pengajarannya · doi:10.30872/diglosia.v6i2.585 · Cited by 4
The Predictive Effects of L2 Writing Anxiety on Motivational Regulation Strategies: A Person‐Centered Approach
Huang, Z., Hu, X., & Jin, H. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12677 · Cited by 6
Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing?
Li, C., & Lu, X. (2025) · System · doi:10.1016/j.system.2025.103801 · Cited by 4
Unpacking the Impact of Writing Task Complexity, Use of Digital Tools, and Engagement Strategies on University Students’ Academic Writing Performance
Ndruru, F., Cahyono, B. Y., Rovikasari, M., & Mulati, D. F. (2025) · Journal of Information Technology Education Research · doi:10.28945/5609 · Cited by 3
Exploring the interaction of writer individual differences in predicting L2 students’ writing achievements
Jian-hua, Z., & Zhang, L. J. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102214 · Cited by 5
Self-citation
Effects of the longest pause, its location, and pause variance on successful EFL writing performance across writing tasks with diverse degrees of complexity
Zarrabi, F., Amiri, M. H. F., & Bozorgian, H. (2022) · System · doi:10.1016/j.system.2022.102929 · Cited by 3
Effect of Automated Writing Evaluation in Higher Education Academic Writing Performance
Gavina, M. A., & Ibay-Pamo, L. M. (2024) · EDULANGUE · doi:10.20414/edulangue.v6i2.8300 · Cited by 3
Examining the Effects of Task Type, Task Order, and Their Interaction on L2 Writing Performance: Insights From Independent and Integrated
Tabari, M. A., & Lee, H. (2025) · International Journal of Applied Linguistics · doi:10.1111/ijal.12837 · Cited by 2
L2 motivational self system and learning emotions as predictors of syntactic complexity
Halim, H. A., & Wu, L. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105699 · Cited by 4
Integrating computational thinking into problem-based learning in EAP writing: Effects on motivation and writing performance
Wu, T., Elsa, E., & Huang, Y. (2026) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2026.101641 · Cited by 6
The dual role of digital literacy in EFL writing: Unmasking its direct and self-efficacy-mediated effects on anxiety among Chinese tertiary learners
Wu, L., & Wu, C. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106567 · Cited by 5
Challenges and strategies in teaching speaking skills to the rural engineering students: A case study
Kumari, S., & Rahman, M. M. (2024) · International Journal of English Language and Literature Studies · doi:10.55493/5019.v13i2.5042 · Cited by 2
Students’ Motivation to Write Argumentative Essay Writing
Surmiyati, S., & Rezeki, Y. S. (2024) · Journal of English Education Program · doi:10.26418/jeep.v5i2.81948 · Cited by 2
Effects of different lengths of planning time on L2 writing performance and their relationships with writing self-efficacy
Yang, Y., & Peng, W. (2024) · Current Psychology · doi:10.1007/s12144-024-06697-9 · Cited by 2
Transformative Experiences: Zoho's AI Writing Solutions
Deb, P. P. S. K. (2023) · Journal of Propulsion Technology · doi:10.52783/tjjpt.v44.i4.2480 · Cited by 2
The Interplay of the L2 Motivational Self System and Individual Variables: An Integrative Framework
Lee, H., & Branch, R. M. (2023) · Educational media and technology yearbook · doi:10.1007/978-3-031-43048-0_3 · Cited by 1
What AI-Based Writing Assistant Actually Improved
Daulay, S. H., Berutu, H., Dalimunte, M., Nasution, M. M., Apriani, E., Muthmainnah, M., & Shaumiwaty, S. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-2418-9.ch016 · Cited by 1
Scoring and Consequential Validity Evidence of Computer- and Paper-Based Writing Tests in Times of Change
Chamorro, M. E. G., & Varón, O. C. (2024) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2024-0305 · Cited by 1
Development and Validation of Self-Report Questionnaires
Chen, J. (2024) · Springer eBooks · doi:10.1007/978-981-96-1230-7_5 · Cited by 1
A multidimensional exploration of negative emotions during undergraduate thesis writing: Evidence from English majors in China
Wu, X. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106429 · Cited by 1
Cognitive Demands and Emotional Responses in L2 Writing: How Task Complexity and Task-Specific Emotions Shape Learners’ Performance
Wang, Y., Sun, Y., & Ke, W. (2026) · Behavioral Sciences · doi:10.3390/bs16040580 · Cited by 1
Transforming uncertainty into exploration: effects of text-to-image AI on EFL learners' writing anxiety, motivation, and performance
Chen, D. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1866688 · Cited by 1
The effect of task complexity and gender differences on EFL learners’ writing performance
Mohammad, M., & Alwi, N. A. N. M. (2023) · World Journal of Advanced Research and Reviews · doi:10.30574/wjarr.2023.20.1.2131 · Cited by 1

Authors: Rahimi, M., & Zhang, L. J.
Affiliations: University of Auckland (NZ)
Corresponding author: Zhang, Lawrence Jun
ORCID: Rahimi, Muhammad
Zhang, Lawrence Jun
Venue: Reading and Writing
Publisher: Springer Science and Business Media LLC
Published: 2018-07-20
Volume: 32
Issue: 3
Pages: 761-786
ISSN: 0922-4777 (ISSN-L)
1573-0905
DOI: 10.1007/s11145-018-9887-9
OpenAlex: W2883604886
Cited by: 138
References: 80
Citations by year: 2026: 24 · 2025: 37 · 2024: 34 · 2023: 12 · 2022: 13 · 2021: 14 · 2020: 2 · 2019: 1
FWCI: 23.91
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Reading and Writing (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Education › Writing and Handwriting Education
Keywords: task complexity, writing anxiety, second language writing, argumentative essay writing, syntactic complexity, writing accuracy, subordination, Cognition Hypothesis, trade-off hypothesis, ESL learners

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language

Overview

Integrity signals

Verification

Claims the paper makes

Citations

Cites

Cited by

Related

Metadata

Record

About these checks