Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2023-03-09 DOI:10.1177/07410883221149425

C. Messina, Cherice Escobar Jones, Mya Poe

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Abstract

We report on a college-level study of student reflection and instructor prompts using scoring and corpus analysis methods. We collected 340 student reflections and 24 faculty prompts. Reflections were scored using trait and holistic scoring and then reflections and faculty prompts were analyzed using Natural Language Processing to identify linguistic features of high, middle, and low scoring reflections. The data sets were then connected to determine if there was a relationship between faculty prompts and scores. Additional analysis was completed to determine if there was a relationship between scores and students’ GPAs. The corpus linguistics analysis showed that higher-scoring reflections used words that referred to the self, the writing process, and specific rhetorical terms. Additional analysis showed student GPAs did not correlate with holistic scores but that higher scoring reflections were from faculty who included learning goals on reflective writing prompts. Results suggest that teachers can de-mystify reflective writing by linking learning outcomes to textual tasks and that corpus linguistics methods can provide an understanding of how local learning goals are transmitted to students.

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提示反思:语料库语言学方法在反思性写作局部评价中的应用

我们报告了一项使用评分和语料库分析方法对学生反思和教师提示的大学水平研究。我们收集了340个学生的反思和24个教师的提示。使用特质和整体评分对反思进行评分，然后使用自然语言处理对反思和教师提示进行分析，以确定高、中、低评分反思的语言特征。然后将数据集连接起来，以确定教师提示和分数之间是否存在关系。完成了额外的分析，以确定分数和学生的GPA之间是否存在关系。语料库语言学分析表明，得分较高的反思使用了涉及自我、写作过程和特定修辞术语的词语。额外的分析表明，学生的GPA与整体得分无关，但得分较高的反思来自于教师，他们在反思性写作提示中包含了学习目标。研究结果表明，教师可以通过将学习结果与文本任务联系起来来消除反思性写作的神秘感，语料库语言学方法可以理解本地学习目标是如何传递给学生的。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.