Asian-Pacific Journal of Second and Foreign Language Education

Table 2 Testing normality assumption

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

	N	Skewness			Kurtosis
	N	Statistic	Std. error	Ratio	Statistic	Std. error	Ratio
Data commentary task
1	36	− .336	.295	− 1.123	.376	.592	.635
2	36	.502	.295	1. 719	− .218	.592	− .368
3	36	.498	.295	1.688	.314	.592	.530
4	36	.552	.295	1.868	.964	.592	1.628
5	36	.452	.295	1.532	.964	.592	1.626
6	36	.331	.295	1.122	.150	.592	.253
7	36	.331	.295	1.122	.150	.592	.253
8	36	.029	.295	.098	− .713	.592	− 1.204
9	36	.060	.295	.203	− .345	.592	− .583
10	36	.030	.302	.101	− .787	.592	− 1.329
Test
Pretest	36	.172	.295	.583	− .010	.592	− 0.16
Immediate posttest	36	− .329	.295	1.115	.713	.592	1.204
Delayed posttest	36	− .552	.295	− 1.868	.376	.592	.635

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