Assessing Writing最新文献_第10页

Amplifying test-taker voices in the validation of L2 writing assessment tasks 在第二语言写作评估任务的验证中放大考生的声音

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-11-30 DOI: 10.1016/j.asw.2023.100790

Kerry Pusey , Yuko Goto Butler

{"title":"Amplifying test-taker voices in the validation of L2 writing assessment tasks","authors":"Kerry Pusey , Yuko Goto Butler","doi":"10.1016/j.asw.2023.100790","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100790","url":null,"abstract":"<div><p>Studies have documented how L2 writers utilize digital tools to mediate the process of writing, yet little is known about test-takers’ perceptions of the utility of digital tools in writing assessment tasks. In a previous investigation (Pusey & Butler, in press), we found that international graduate students’ writing performance was different on assessment tasks that varied in terms of access to external writing resources (e.g., spell-check, dictionaries, internet content searches). To better understand the mechanisms underlying these different outcomes, participants’ (<em>n</em> = 20) perceptions of the two task conditions (with or without access to external resources) were examined based on a questionnaire. Results indicated that participants tended to perceive writing tasks that permit access to external resources as more similar to university writing and as better vehicles for demonstrating their academic writing ability. However, they also perceived this task condition as more difficult than the one which disallowed use of external resources. Regarding enjoyment, test-takers’ perceptions were almost evenly divided. Moreover, additional construct-irrelevant factors (e.g., topic, time, task characteristics and processes) appeared to influence perceptions of the tasks. The findings demonstrate the value of listening to test-taker voices to identify construct-irrelevant factors in writing assessments within the context of an increasingly digitalized world.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100790"},"PeriodicalIF":3.9,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293523000983/pdfft?md5=426de2220969551add9c17563933a8cb&pid=1-s2.0-S1075293523000983-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138467446","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

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100782

Moazzam Ali Khan

引用次数: 0

Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels 成长心态和情绪的串联:基于作者熟练程度的二语写作表现的影响

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100785

Choo Mui Cheong , Yuan Yao , Jiahuan Zhang

{"title":"Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels","authors":"Choo Mui Cheong , Yuan Yao , Jiahuan Zhang","doi":"10.1016/j.asw.2023.100785","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100785","url":null,"abstract":"<div><p>A growth mindset (GM), defined as an individual’s perception that their intellectual ability is malleable, has been the subject of extensive research attention, as it can facilitate learning in many contexts. GM has been found to have more pronounced positive effects on students with lower-level writing proficiency. Emotions have also been found to play a significant role in second language (L2) writing. We conducted an innovative investigation of the relationships between GM, emotions related to writing (enjoyment and anxiety), and writing performance. The results of our study involving 589 Chinese 12th-graders and L2 writing tasks showed that GM was positively associated with enjoyment and negatively associated with anxiety. When assessing students grouped according to their writing performance (high, middle, and low), we found an indirect positive path from GM to writing performance via anxiety in the middle-level group and via enjoyment in the low-level group. The findings suggest that GM can promote enjoyment and mitigate anxiety, therefore facilitating L2 writing performance. The pedagogical implications are that teachers should encourage students to develop a GM and foster their social–emotional learning.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100785"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49763010","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

Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition 二语写作中衔接特征的自动分析:任务复杂性和任务重复的影响

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100783

Mahmoud Abdi Tabari , Mark D. Johnson , Mahsa Farahanynia

{"title":"Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition","authors":"Mahmoud Abdi Tabari , Mark D. Johnson , Mahsa Farahanynia","doi":"10.1016/j.asw.2023.100783","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100783","url":null,"abstract":"<div><p>Informed by task-based approaches to language teaching, recent L2 writing research has sought to determine the effect of task complexity features on the complexity, accuracy, and fluency of written L2 production (<span>Johnson, 2017</span>). However, two areas of task-informed research have received scant attention: a) the effect of task complexity features on L2 writers’ use of cohesive devices and b) the effect of task repetition as a form of implicit planning. Furthermore, interaction effects of task complexity and task repetition on different types of cohesive devices in L2 writing have not been explored. To bridge these gaps, this study examines the effects of resource-directing task complexity features (<span>Robinson, 2005</span>), task repetition (<span>Lambert et al., 2017</span>), and their interaction on L2 writers’ use of cohesive devices. Ninety-six participants composed two argumentative essays in counterbalanced order: a) a simple task and b) a complex task and then completed a task difficulty questionnaire. After an interval of one week, the participants repeated each task. Essays were then analyzed using the Tool for Automatic Analysis of Cohesion—or TAACO (<span>Crossley et al., 2018</span>)—for indices found to be predictors of human ratings of essay organization (<span>Abdi Tabari & Johnson, 2023</span><span>). A factorial repeated-measures MANOVA revealed limited effects of task repetition on the participants’ use of cohesive devices. Rather, task complexity features had a more robust effect on their use of textual and local cohesive devices.</span></p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100783"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49739931","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 effects of task complexity and language aptitude on EFL learners’ writing performance 任务复杂性和语言能力对英语学习者写作表现的影响

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100791

Chun-yan Liu , Li-ting Sun , Yan He , Nian-zhe Wu

{"title":"The effects of task complexity and language aptitude on EFL learners’ writing performance","authors":"Chun-yan Liu , Li-ting Sun , Yan He , Nian-zhe Wu","doi":"10.1016/j.asw.2023.100791","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100791","url":null,"abstract":"<div><p>The present study investigated the effects of task complexity and language aptitude on upper-intermediate EFL learners’ argumentative writing performance in terms of syntactic complexity, lexical complexity, accuracy and fluency. The findings of this study demonstrated that increasing task complexity manipulated by the number of elements and the degree of reasoning along the resource-directing dimension leads to enhancement of syntactic complexity and lexical diversity, and there are low correlations between language aptitude (mainly number learning and spelling clues) and writing performance. What’s more, task complexity and language aptitude (and its components) are predictors for writing performance in terms of intraclausal level of syntactic complexity, lexical diversity and fluency. These findings lend partial support to the Cognition hypothesis and Aptitude Complexes Hypothesis in L2 writing. Theoretical, methodological, and pedagogical implications of the study for task design and implementation as well as for task-based assessment in language education programs are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100791"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92045169","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

Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education 对读写能力发展的分析支持:利用自然语言处理来识别高等教育中的学习需求

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100787

Patricio A. Pino Castillo , Christian Soto , Rodrigo A. Asún , Fernando Gutiérrez

{"title":"Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education","authors":"Patricio A. Pino Castillo , Christian Soto , Rodrigo A. Asún , Fernando Gutiérrez","doi":"10.1016/j.asw.2023.100787","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100787","url":null,"abstract":"<div><p>Reading and writing are core activities in higher education, by means of which students learn to participate in specialized discourses. Although there is consensus on the conceptualization of reading comprehension, its measurement, and development, the same is not true for written expression. Writing complexity has been found to improve with schooling, but there are ample differences between literacy practices at school and at the university that require extra attention in diagnosing students’ compositions. The present study set out to test a natural language processing<span> tool to build domain profiles of writing complexity in first-year university students at a private university. The processing of texts resulted in 49 indices which, after exploratory factor analysis and theoretical discussion, gave rise to 4 dimensions of complexity explaining 52.3% of variance: lexical richness, syntactic complexity, informative text structure and specialized language use. Significant differences were found between more and less skilled writers in the aggregated scores, lexical richness, and syntactic complexity. Interestingly, novice and expert writers did not differ significantly in more over-arching aspects of writing. We discuss how this technology can help identify students’ needs in more superficial aspects of writing complexity that have been shown to improve by means of different strategies.</span></p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100787"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49739939","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: 1

Insights from lexical and syntactic analyses of a French for academic purposes assessment 对一篇学术法语评价的词法和句法分析

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100789

Randy Appel , Angel Arias , Beverly Baker , Guillaume Loignon

{"title":"Insights from lexical and syntactic analyses of a French for academic purposes assessment","authors":"Randy Appel , Angel Arias , Beverly Baker , Guillaume Loignon","doi":"10.1016/j.asw.2023.100789","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100789","url":null,"abstract":"<div><p>With the objective of improving writing assessment of language instruction, we examine the lexical and syntactic features in two corpora of high and low scoring French texts of the <em>Test du Certificat de Compétence en Langue Seconde</em> (Second Language Certification Test; TCCLS) at the University of Ottawa (uOttawa). We first situate the test in its local context, demonstrating how our research objectives are born from specific needs to improve student outcomes. We then describe our creation of two corpora of high and low performing test takers, followed by lexical bundle (LB) analyses (Phase 1) and further linguistic complexity analyses with a French-language tool (Phase 2). Results indicate that high level writers used more LBs and borrowed more text from the prompt than low level writers. In addition, specific elements of linguistic complexity were identified, suggesting high level writers produced texts that were lexically richer and more syntactically advanced. We discuss the importance of these findings in improving our writing instruction, as well as the challenges of adapting tools and approaches traditionally associated with English to French.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100789"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49740284","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

Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices 二语写作中学生与同伴反馈的互动：反思性日记和复习实践的启示

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100784

Zhe (Victor) Zhang , Ken Hyland

{"title":"Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices","authors":"Zhe (Victor) Zhang , Ken Hyland","doi":"10.1016/j.asw.2023.100784","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100784","url":null,"abstract":"<div><p>The torrent of research into peer feedback in academic writing in recent years has largely overlooked student revision process – how individual students engage with this feedback to revise their texts and why certain changes are made in their texts. In other words, the cognitive dimension of student engagement with peer feedback in revision is little known. Drawing on multiple student drafts, peer feedback on these drafts, reflective journals and interviews with students, this study examines how two L2 students engage with peer feedback to conduct revisions. We found that the two participants differed considerably in their revision processes and identified two patterns of engagement: deep engagement, characterized by self-regulated revising practices, and surface engagement, concerned with other-regulated revision operations. We were not only interested in students’ revision operations in their drafts, but also their reflective practices in their reflective journals that their teacher had assigned. The study suggests that effective student engagement with peer feedback largely depends on how they make use of cognitive and metacognitive strategies in the revision process. The study recommends that teachers seek to provide instructional scaffolding to facilitate student cognitive engagement with peer feedback on L2 writing.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100784"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49763019","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

Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study 理解EFL学生在学术写作中的反馈素养发展：一个纵向案例研究

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100770

Fuhui Zhang , Hui-Tzu Min , Ping He , Sisi Chen , Shan Ren

{"title":"Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study","authors":"Fuhui Zhang , Hui-Tzu Min , Ping He , Sisi Chen , Shan Ren","doi":"10.1016/j.asw.2023.100770","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100770","url":null,"abstract":"<div><p>Although many studies have elaborated the nature and importance of feedback literacy, a longitudinal approach to delving into the development of EFL students’ feedback literacy is scarce. Informed by an evidence-based framework of feedback literacy improvement in the context of academic writing (<span>Yu & Liu, 2021</span>), the study explored the development of feedback literacy of three first-year students who studied English as a Foreign Language (EFL) in understanding, evaluating, reflecting on, and using peer feedback and their emotional responses during a semester-long online writing program. By analyzing students’ voiced peer feedback, written drafts, immediate reflections after peer feedback, monthly reflection journals, end-of-term stimulated recalls and interviews, we found positive changes in their cognitive, behavioral, and emotional capacities in response to peer feedback, and increasing improvement in students’ assessment criteria knowledge through self-reflections after peer feedback, incorporation of peer feedback and reflections into revision. However, students did not develop at the same pace due to personal factors. Variations in students’ reflections and proactive actions were found in relation to the development of feedback literacy evidenced in their revision improvement. Implications for pedagogical facilitation of peer feedback literacy and use of peer feedback in revision in academic writing are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100770"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49763022","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: 1

Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas 写作研究与教学中的反馈素养:推进第二语言WCF研究议程

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-10-01 DOI: 10.1016/j.asw.2023.100786

Jill A. Boggs , Rosa M. Manchón

{"title":"Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas","authors":"Jill A. Boggs , Rosa M. Manchón","doi":"10.1016/j.asw.2023.100786","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100786","url":null,"abstract":"<div><p>Research on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of <em>experience</em> in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"58 ","pages":"Article 100786"},"PeriodicalIF":3.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49740243","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