“…Taking a step forward, quite a few studies have explored the extent to which diagnostic results could help discover the relationships among attributes (e.g., Chen and Chen, 2016a ; Ravand and Robitzsch, 2018 ; Du and Ma, 2021 ) and could differ across different proficiency groups (e.g., Kim, 2010 , 2011 ; Fan and Yan, 2020 ). Among all those studies, a notable phenomenon is that assessment of receptive language skills such as reading and listening (e.g., von Davier, 2008 ; Jang, 2009b ; Lee and Sawaki, 2009b ; Kim, 2015 ; Chen and Chen, 2016b ; Yi, 2017 ; Aryadoust, 2021 ; Dong et al, 2021 ; Toprak and Cakir, 2021 ; Min and He, 2022 ) gained much more attention than that of productive ones such as writing ( Kim, 2010 , 2011 ; Xie, 2017 ; Effatpanah et al, 2019 ; He et al, 2021 ). “One possible reason is that different test methods are used to assess these two types of skills” ( He et al, 2021 , p. 1).…”