Assessing Writing最新文献

Unveiling the precursors of negative emotions in second language writing through control-value theory: An explanatory sequential design approach 通过控制价值理论揭示第二语言写作中负面情绪的前兆：一个解释性顺序设计方法

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-05-05 DOI: 10.1016/j.asw.2025.100949

Haijing Zhang , Fangwei Huang

{"title":"Unveiling the precursors of negative emotions in second language writing through control-value theory: An explanatory sequential design approach","authors":"Haijing Zhang , Fangwei Huang","doi":"10.1016/j.asw.2025.100949","DOIUrl":"10.1016/j.asw.2025.100949","url":null,"abstract":"<div><div>With the emergence of the psychological focus on second language acquisition, research on second language (L2) writing has gradually transitioned to a comprehensive exploration of the writing process. However, few studies have explored the potential trigger mechanism of negative emotions in L2 writing, especially in learning Chinese as a second language (CSL). To fill this gap, the explanatory sequential design was employed to investigate the relationships among CSL learners’ writing self-efficacy, perceived writing task value, writing anger, and writing boredom based on the control-value theory. The quantitative results illustrate that 1) writing self-efficacy positively predicts perceived writing task value, writing anger, and writing boredom; 2) perceived writing task value negatively predicts writing anger and writing boredom; and 3) perceived writing task value mediates the relationship between writing self-efficacy and writing anger/boredom. The qualitative results add insight to the L2 writing process, revealing that 1) writing self-efficacy exhibited dialectical tension during the writing process; 2) perceived writing task value illustrated contextual immediacy in L2 writing; and 3) writing anger/boredom demonstrated dynamism throughout the procedure of completing the L2 writing task. These results extend the application scope and deepen the theoretical understanding of control-value theory, offering significant pedagogical implications for L2 education.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100949"},"PeriodicalIF":4.2,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of self-revision, machine translation, and ChatGPT on L2 writing: Raters’ assessments, linguistic complexity, and error correction 自我修改、机器翻译和聊天翻译对第二语言写作的影响：评分者的评估、语言复杂性和错误纠正

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-05-01 DOI: 10.1016/j.asw.2025.100950

Minjoo Kim , Yuah V. Chon

{"title":"The impact of self-revision, machine translation, and ChatGPT on L2 writing: Raters’ assessments, linguistic complexity, and error correction","authors":"Minjoo Kim , Yuah V. Chon","doi":"10.1016/j.asw.2025.100950","DOIUrl":"10.1016/j.asw.2025.100950","url":null,"abstract":"<div><div>This study explores how learners in a South Korean high school English as a Foreign Language (EFL) context can effectively use neural machine translation (MT) and ChatGPT to enhance their L2 writing. While recent AI tools offer significant potential for supporting human writing feedback, a comparative analysis of how these tools impact writing outcomes—compared to when L2 writers independently proofread and revise their writing—has not been fully examined. To address this gap, a controlled experiment was conducted using three distinct proofreading interventions—self-proofreading (SP), MT-assisted proofreading (MAP), and ChatGPT-assisted proofreading (CAP). Learners were encouraged to first compose their texts in their L2 and then use either MT through inverse translation or ChatGPT through a structured proofreading process. The findings revealed that learners using MAP and CAP demonstrated substantial improvements in overall writing quality compared to those relying solely on SP. CAP users, in particular, produced longer texts, exhibited greater lexical diversity, and constructed more complex sentences, although this was accompanied by reduced verb cohesion. Both MAP and CAP significantly reduced grammatical errors, but did not affect prepositional errors. These findings provide practical recommendations for integrating MT and ChatGPT into L2 writing pedagogy.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100950"},"PeriodicalIF":4.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative judgment in L2 writing assessment: Reliability and validity across crowdsourced, community-driven, and trained rater groups of judges 第二语言写作评估中的比较判断：在众包、社区驱动和训练有素的评判员群体中的信度和效度

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-04-04 DOI: 10.1016/j.asw.2025.100937

Peter Thwaites , Pauline Jadoulle , Magali Paquot

{"title":"Comparative judgment in L2 writing assessment: Reliability and validity across crowdsourced, community-driven, and trained rater groups of judges","authors":"Peter Thwaites , Pauline Jadoulle , Magali Paquot","doi":"10.1016/j.asw.2025.100937","DOIUrl":"10.1016/j.asw.2025.100937","url":null,"abstract":"<div><div>Several recent studies have explored the use of comparative judgement for assessing second language writing. One of the claimed advantages of this method is that it generates valid assessments even when judgements are conducted by individuals outside of the traditional language assessment community. However, evidence in support of this claim largely focuses on concurrent validity – i.e. the extent to which CJ rating scales generated by various groups of judges correlate with rubric-based assessments. Little evidence exists of the construct validity of using CJ for L2 writing assessment. The present study seeks to address this by exploring what judges pay attention to while making comparative judgements. Three distinct groups of judges assessed the same set of 25 English L2 argumentative essays, leaving comments after each of their decisions. These comments were then analysed in order to explore the construct relevance and construct representativeness of each judge group’s rating scale. The results suggest that these scales differ in the extent to which they can be considered valid assessments of the target essays.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100937"},"PeriodicalIF":4.2,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The relationship between executive functions, source use, and integrated writing performance 执行功能、来源使用与综合写作表现之间的关系

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-03-26 DOI: 10.1016/j.asw.2025.100936

Xian Liao , Pengfei Zhao , Zicheng Li

{"title":"The relationship between executive functions, source use, and integrated writing performance","authors":"Xian Liao , Pengfei Zhao , Zicheng Li","doi":"10.1016/j.asw.2025.100936","DOIUrl":"10.1016/j.asw.2025.100936","url":null,"abstract":"<div><div>An accurate assessment of writing relies on a thorough understanding of its underlying processes and related factors. While integrated writing (IW) is crucial for students’ academic success and future career development, the factors influencing performance in such complex tasks remain under scientific investigation. In particular, although the core role of source use in completing IW tasks is widely acknowledged, we still need to explore factors that could facilitate writers’ effective use of sources. While recent studies have highlighted the critical role of executive functions (EFs)—such as working memory, inhibition, and cognitive flexibility—during writing activities, the exact influence of these foundational cognitive skills on source use and IW performance remains unclear. To this end, this study recruited 233 secondary students in Hong Kong to complete a set of standardized EF tasks and a Chinese reading-to-write IW task. The students’ written products were analyzed regarding the use of content ideas and linguistic transformation based on source materials. We found that visual-spatial working memory had a significant direct effect on IW performance. Two critical aspects of source use—ideas from sources and near copy—mediated the relationship between EF skills and IW performance. These findings contribute to our understanding of the role of EF skills in complex IW tasks. We highlight the implications of our results for the assessment, teaching, and learning of integrated writing.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"65 ","pages":"Article 100936"},"PeriodicalIF":4.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A mixed-methods approach to English-L1 teachers’ implementation of written feedback in EFL classrooms 英语-母语教师在英语课堂中实施书面反馈的混合方法

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-03-22 DOI: 10.1016/j.asw.2025.100935

Xiaolong Cheng , Jinfen Xu

引用次数: 0

Assessing academic language in tenth grade essays using natural language processing 使用自然语言处理评估十年级论文中的学术语言

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-02-28 DOI: 10.1016/j.asw.2025.100921

Andrew Potter , Mitchell Shortt , Maria Goldshtein , Rod D. Roscoe

{"title":"Assessing academic language in tenth grade essays using natural language processing","authors":"Andrew Potter , Mitchell Shortt , Maria Goldshtein , Rod D. Roscoe","doi":"10.1016/j.asw.2025.100921","DOIUrl":"10.1016/j.asw.2025.100921","url":null,"abstract":"<div><div>Broadly defined, academic language (AL) is a set of lexical-grammatical norms and registers commonly used in educational and academic discourse. Mastery of academic language in writing is an important aspect of writing instruction and assessment. The purpose of this study was to use Natural Language Processing (NLP) tools to examine the extent to which features related to academic language explained variance in human-assigned scores of writing quality in a large corpus of source-based argumentative essays (n = 20,820) written by 10th grade students. Using NLP tools, we identified and then calculated linguistic features from essays related to the lexical, syntactic, cohesion, and rhetorical features of academic language. Consistent with prior research findings, results from a hierarchical linear regression revealed that AL features explained 8 % of variance in writing quality when controlling for essay length. The most important AL features included cohesion with the source text, academic wording, and global cohesion. Implications for integrating NLP-produced measures of AL in writing assessment and automated writing evaluation (AWE) systems are discussed.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"64 ","pages":"Article 100921"},"PeriodicalIF":4.2,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models 从语言使用、来源理解和组织特征的分数预测不适当的来源使用：一项使用广义线性模型的研究

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-02-25 DOI: 10.1016/j.asw.2025.100934

Kwangmin Lee , Ray J.T. Liao , I.-Chun Vera Hsiao , Junhee Park , Yafei Ye

{"title":"Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models","authors":"Kwangmin Lee , Ray J.T. Liao , I.-Chun Vera Hsiao , Junhee Park , Yafei Ye","doi":"10.1016/j.asw.2025.100934","DOIUrl":"10.1016/j.asw.2025.100934","url":null,"abstract":"<div><div>This paper examines the extent to which inappropriate source use – verbatim source use and patchwriting – can be predicted by scores of other textual features that are commonly evaluated in second/foreign language (L2) integrated writing assessment. 246 advanced-level English as a Foreign Language (EFL) test-takers enrolled in a Chinese higher education institution provided integrated essays that required both summary and argumentation. All the collected essays were rated by two experienced raters and checked for interrater reliability by way of generalizability theory. Then, a series of generalized linear models was compared to identify the best-fitting model that explained the relationship between the independent variables and inappropriate source use. Results indicated that the zero-inflated beta-binomial provided the best fit to the data, with approximately 43.67 % of the data estimated to be an extra zero. Next, parameter estimates of this model included (1) non-significant effects of <em>language use</em> and <em>source comprehension</em> on inappropriate source use and (2) a significantly negative effect of <em>organizational features</em> on the dependent variable. This suggests that focusing on <em>organizational features</em>, operationalized herein as organization, coherence, development of ideas, and authorial voice, can help L2 test-takers reduce reliance on inappropriate source use. Implications for research and practice are discussed.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"64 ","pages":"Article 100934"},"PeriodicalIF":4.2,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills 更好地理解综合写作表现：读写策略使用和独立语言技能的影响

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-02-12 DOI: 10.1016/j.asw.2025.100922

Xinhua Zhu , Yiwen Sun , Yaping Liu , Wandong Xu , Choo Mui Cheong

{"title":"Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills","authors":"Xinhua Zhu , Yiwen Sun , Yaping Liu , Wandong Xu , Choo Mui Cheong","doi":"10.1016/j.asw.2025.100922","DOIUrl":"10.1016/j.asw.2025.100922","url":null,"abstract":"<div><div>This study explores the influence mechanism of literacy strategy use and independent language skills (e.g., reading and writing) on integrated writing (IW) performance. 322 Secondary Four students from four schools in Hong Kong completed single-text reading, multiple-text reading, independent writing, and IW tasks, along with questionnaires investigating their reading strategy use and IW strategy use. Path analyses revealed that multiple-text reading and independent writing had comparable significant impacts on IW, mediating the influence of single-text comprehension. In addition, reading strategy use impacted IW indirectly through independent literacy skills and IW strategy use, while IW strategies exerted a direct influence on IW. Our findings underscore the critical role of language skills in mediating the influence of reading strategies on IW performance among young first language (L1) learners. The implications for research and practice, are discussed, emphasizing the complexity of the IW construct and the need for balanced language skills and strategy instruction to enhance IW task performance.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"64 ","pages":"Article 100922"},"PeriodicalIF":4.2,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing a rating scale for an integrated reading-writing test: A needs-oriented approach 以需求为导向的综合读写测验评等量表设计

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-02-12 DOI: 10.1016/j.asw.2025.100918

Aynur Ismayilli Karakoҫ , Peter Gu , Rachael Ruegg

{"title":"Designing a rating scale for an integrated reading-writing test: A needs-oriented approach","authors":"Aynur Ismayilli Karakoҫ , Peter Gu , Rachael Ruegg","doi":"10.1016/j.asw.2025.100918","DOIUrl":"10.1016/j.asw.2025.100918","url":null,"abstract":"<div><div>To meet the current trends in higher education, there is accountability on EAP programmes to prepare and assess students’ access to higher education. Thus, multimodal tasks including integrated writing (IW) assessments have seen a resurgence because they arguably closely mirror academic writing. However, test practicality constraints and variability in the use and format of these assessments mean rating scales often fall short in substantiating the central claims of IW assessment. We developed an integrated reading-writing scale taking into account reading-writing requirements and empirical research on IW tests designed to assess readiness for first-year humanities and social science courses. We approached test development as part of the ongoing validation efforts, detailing the considerations involved in the scale development process. We argue that alignment with academic writing requirements should guide the development of IW tests, thereby acknowledging and comprehending nuances of academic writing. The paper demonstrates considerations and decisions in scale design as the validation process from the start, which is a reminder that assessment is not just a quantitative exercise but a multifaceted process.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"64 ","pages":"Article 100918"},"PeriodicalIF":4.2,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143394387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing 教师支持、焦虑和毅力在预测二语写作反馈寻求行为中的相互作用

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-02-11 DOI: 10.1016/j.asw.2025.100920

Ya Zhang , Zhanhao Jiang

{"title":"Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing","authors":"Ya Zhang , Zhanhao Jiang","doi":"10.1016/j.asw.2025.100920","DOIUrl":"10.1016/j.asw.2025.100920","url":null,"abstract":"<div><div>The introduction of feedback-seeking behavior (FSB) into second language (L2) writing has advanced the understanding of the role of learners as proactive seekers rather than passive recipients of feedback. Nevertheless, the existing literature has primarily focused on identifying personal conative factors as antecedents of FSB in L2 writing, often neglecting the impact of environmental, emotional, and personality trait variables. To address this gap, this study recruited 213 English as a foreign language (EFL) learners to examine how an environmental factor (EFL teacher support), a personal emotional factor (anxiety), and a personal personality factor (grit) individually and jointly predict FSB in L2 writing within the Chinese tertiary context. Structural equation modeling (SEM) results revealed that EFL teacher support directly and positively predicted the two dimensions of FSB, viz. feedback monitoring and feedback inquiry. The mediation analysis demonstrated that EFL teacher support indirectly predicted the two dimensions of FSB via the sole mediation of grit and via the chain mediation of grit and anxiety. However, anxiety did not exhibit a significant mediating effect between EFL teacher support and the two dimensions of FSB. The implications for L2 writing instruction are discussed, and potential avenues for future research are identified.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"64 ","pages":"Article 100920"},"PeriodicalIF":4.2,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0