Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners’ collaborative writing improvement and their engagement modes

Abstract Diagnostic assessment (DIA) is under-researched in second/foreign language education despite its common practice across a wide range of professions such as medicine, mechanics, and information technology. This study aimed at exploring the impact computer-assisted DIA on sustainable improvement English-as-a-Foreign-Language (EFL) learners’ collaborative writing engagement modes. To do so, 36 selected EFL university students were paired to collaborate data commentary tasks whose performances subjected teacher’s regular Google Meet task-wise student reflective logs over ten weeks. Repeated-measures ANOVA indicated dyads’ significant progress lower-level skills (sentence structure, word choice & grammar, mechanics), but no considerable higher-level (organization development). The results one-way showed individuals’ from pretest immediate delayed posttests. Students’ analyzed explore their behavioral, emotional, cognitive modes DIA. Theme frequency analysis participants’ active behavioral terms notable amount time per task. They conveyed emotional user-friendliness Meet, real-time social presence, low anxiety experienced with Their was depicted by major approval positive self-assessment improvement. Yet, some participants critical prioritization form(s) content teacher practice. yielded pedagogical implications for L2 teachers blend DIA, task-based academic writing, collaboration e-learning contexts.