Understanding the SSARC model of task sequencing: Assessing L2 writing development

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing Pub Date : 2024-09-23 DOI:10.1016/j.asw.2024.100893

Mahmoud Abdi Tabari , Yizhou Wang , Michol Miller

引用次数: 0

Abstract

This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.

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了解任务排序的 SSARC 模型：评估 L2 写作发展

本研究旨在探讨任务顺序对第二语言（L2）写作发展的影响，并调查 L2 学习者在九周时间内以不同顺序完成三项决策性写作任务时的表现。120名EFL高年级学生被随机分配到三组中的一组，并被赋予不同的任务顺序：1）简单-中等-复杂（SMC）序列；2）复杂-中等-简单序列（CMS）；或3）随机序列（RDM）。我们使用句法复杂性、准确性、词汇复杂性和流畅性（CALF）等指标对作文进行了分析。结果显示，在所有三个任务序列组中，L2 写作的 CALF 都随着时间的推移呈现纵向发展。在前六周，CALF 的发展并不明显，但到第九周结束时，大多数测量指标都有了显著的提高。此外，不同的任务序列会导致不同的 CALF 增长模式和幅度，但总体而言，没有发现任何特定的序列具有优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.