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AbstractLanguage learners today have access to a much wider choice of resources and language-support tools that aid their writing processes. While research on the convenience and flexibility of the writing resources that learners use in real-life writing activities have argued for a re-conceptualization of writing ability, little is known about the effect of using them in a writing assessment setting. Accordingly, the present study aimed to examine whether L2 learners' use of writing resourcesdoi:10.1186/s40468-021-00119-4 fatcat:gkfsttghjbbozmonv26x4qjlqq