Assessing Writing最新文献_第2页

Does student assessment literacy matter between motivational constructs and engagement in L2 writing? A survey of Chinese EFL undergraduates

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-27 DOI: 10.1016/j.asw.2025.100916

Jian Xu , Yao Zheng

{"title":"Does student assessment literacy matter between motivational constructs and engagement in L2 writing? A survey of Chinese EFL undergraduates","authors":"Jian Xu , Yao Zheng","doi":"10.1016/j.asw.2025.100916","DOIUrl":"10.1016/j.asw.2025.100916","url":null,"abstract":"<div><div>While the literature has established the impacts of L2 motivation, growth mindsets, and academic buoyancy on engagement, their relationships in L2 writing contexts remain relatively under-explored. Additionally, the potential mediating role of student writing assessment literacy (SWAL) in the aforementioned relationships warrants further investigation. Therefore, the present study aims to examine both the direct and indirect relationships among L2 writing motivation, growth mindsets, academic buoyancy, SWAL, and engagement as perceived by university students through questionnaire survey. Questionnaire data were gathered from a sample of 425 university students, with structural equation modeling employed for data analysis. Regarding the direct relationships, results showed that L2 writing motivation, growth mindsets, academic buoyancy, and SWAL all positively predicted L2 writing engagement; only L2 writing motivation and academic buoyancy positively predicted SWAL. In terms of the indirect relationships, SWAL mediated the relationship between L2 writing motivation and engagement, and between academic buoyancy and L2 writing engagement. Gender did not result in variations in the mediation model. Pedagogical implications for improving students’ writing motivation, assessment literacy, and engagement are discussed.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"64 ","pages":"Article 100916"},"PeriodicalIF":4.2,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143129909","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

Investigating the effectiveness of scaffolded feedback on EFL Saudi students' writing accuracy: A longitudinal classroom-based study

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2024.100910

Abdulaziz Alshahrani , Neomy Storch

{"title":"Investigating the effectiveness of scaffolded feedback on EFL Saudi students' writing accuracy: A longitudinal classroom-based study","authors":"Abdulaziz Alshahrani , Neomy Storch","doi":"10.1016/j.asw.2024.100910","DOIUrl":"10.1016/j.asw.2024.100910","url":null,"abstract":"<div><div>Despite the growing body of research on feedback provided to L2 learners on their writing, few studies have investigated the use of a scaffolded approach to feedback. Sociocultural scholars argue that for feedback to be effective it needs to be scaffolded – dynamic and aligned to the learner’s ability to correct their errors (Aljaafreh & Lantolf, 1994). Although research on scaffolded feedback have found it to improve L2 writing accuracy, most of this research has been small-scale, using one-on-one conferences. This larger classroom-based study aimed to examine the effectiveness of scaffolded written feedback and students’ perceptions of this feedback approach. The study was quasi-experimental and implemented over one academic semester. The participants were 71 male students of intermediate English proficiency, majoring in English at a large Saudi university. They were divided into two groups: one group received scaffolded feedback; the other group received unscaffolded (indirect) feedback. The feedback targeted eight grammatical structures. Findings from the immediate and delayed post-tests showed that both groups improved in their overall writing accuracy over time, with no difference evident between the two groups. Moreover, both groups showed similar improvements in six of the eight targeted grammatical structures. The scaffolded feedback group showed greater improvement than their counterparts only on two structures: subject-verb agreement and singular-plural agreement. Interview findings showed that the scaffolded feedback group liked this approach mainly because of its novelty but preferred scaffolding only when it increased in explicitness. We conclude by considering whether and how scaffolded feedback can be provided in classroom settings.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"63 ","pages":"Article 100910"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137050","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

Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2024.100912

Mahmoud Abdi Tabari , Mahsa Farahanynia , Elouise Botes

{"title":"Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions","authors":"Mahmoud Abdi Tabari , Mahsa Farahanynia , Elouise Botes","doi":"10.1016/j.asw.2024.100912","DOIUrl":"10.1016/j.asw.2024.100912","url":null,"abstract":"<div><div>Task-based research has often overlooked individual differences (IDs) and task-readiness factors in developing instructional materials and curricula. This study addresses these gaps by examining how L2 writing anxiety influences the Complexity, Accuracy, Lexis, and Fluency (CALF) of writing performance across tasks with varying cognitive demands under two task-readiness conditions: task repetition and task rehearsal. Ninety undergraduate ESL students completed a questionnaire on L2 writing anxiety before performing two argumentative tasks of differing cognitive complexity, administered one week apart in a counterbalanced design. After completing the first set of tasks, participants filled out a perception questionnaire to validate the task complexity manipulation. They then repeated the same tasks within the same timeframe. The findings revealed that while anxiety positively affected syntactic complexity, it negatively impacted accuracy overall. Under task repetition (implicit preparation), anxiety reduced both syntactic complexity and accuracy. In contrast, under task rehearsal (conscious preparation), anxiety had a positive effect on lexical complexity. Specifically, in the second performance, anxiety improved both accuracy and lexical complexity under task rehearsal and enhanced fluency and lexical complexity under task repetition. However, under task rehearsal, anxiety reduced syntactic complexity for both simple and complex tasks. Under task repetition, anxiety deteriorated lexical complexity, but only when the complex task was performed. Furthermore, task repetition outperformed task rehearsal in six out of eight measures: MLTU, DC/T, CN/T, EFC/C, Vocd, and WRDFRQmc. The cognitively complex task also produced better outcomes than the simple task across these six measures, as well as WMP. Performance improved on the second attempt across all measures and WMP.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"63 ","pages":"Article 100912"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137047","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

Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2025.100914

Jianling Zhan , Ying Xu

{"title":"Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective","authors":"Jianling Zhan , Ying Xu","doi":"10.1016/j.asw.2025.100914","DOIUrl":"10.1016/j.asw.2025.100914","url":null,"abstract":"<div><div>Second-language (L2) integrated writing tasks, like the story continuation writing task (SCWT), evaluate students’ reading and writing abilities. Although the relationship between writing emotions and performance has been established, the influence of reading emotions in L2 integrated writing remains understudied. The SCWT, newly incorporated into China’s college entrance exam (Gaokao), is designed to evoke emotions and stimulate imagination. This study examined gender-related differences in the relationship between reading emotions and SCWT performance, considering the mediating role of imaginative capacity. It involved 679 Chinese high school students, comprising 279 male and 400 female students, who participated in the SCWT and completed a questionnaire assessing their reading emotions (enjoyment, anxiety, curiosity) and imaginative capacity (creative and reproductive). Results indicated that female students scored significantly higher on reading enjoyment, curiosity, and writing performance than male students. Multi-group structural equation modeling analysis revealed that reading enjoyment predicted reading curiosity for both genders, and reading curiosity further predicted both types of imaginative capacity. However, the analysis revealed that among female students, writing performance was significantly enhanced by the synergistic effects of reading enjoyment, curiosity, and reproductive imagination. Pedagogical implications for promoting test fairness between gender groups and enhancing reading processes within the SCWT were discussed.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"63 ","pages":"Article 100914"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137020","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

Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2024.100911

Saleh Mosleh Alharthi

{"title":"Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings","authors":"Saleh Mosleh Alharthi","doi":"10.1016/j.asw.2024.100911","DOIUrl":"10.1016/j.asw.2024.100911","url":null,"abstract":"<div><div>Despite the role of dialogue in feedback uptake, no study has examined students’ uptake in different dialogue-based settings. Therefore, this study on 20 EFL Saudi students examined their uptake of feedback in self-dialogue-based, learner-learner dialogue-based, and teacher-learner dialogue-based editing settings. Analysis of teacher corrective feedback and students’ first and revised drafts of essays revealed that the rates of uptake quantity (92.3 %, 97.5 % & 95.4 %) and uptake quality (71.3 %, 80.5 % & 93.4 %) varied across the three settings, respectively. Moreover, while students integrated more global feedback in the teacher-learner dialogue (38.8 %) and learner-learner dialogue-based editing settings (38.8 %), they integrated more local feedback (69.1 %) in the self-dialogue-based editing setting. A post-hoc analysis showed significant differences in the uptake quantity in favor of learner-learner dialogue-based and teacher-learner dialogue-based editing settings and in the uptake quality in favor of the teacher-learner dialogue-based editing setting. Moreover, learner-learner and teacher-learner dialogue-based editing settings led to higher global feedback quality than self-dialogue-based setting. Students’ local feedback uptake differed significantly for the self-dialogue-based and teacher-learner dialogue-based editing settings. Despite the perceived learning benefits of feedback dialogues, students were challenged by initial apprehensions, feedback nature and technology use in feedback dialogues. The study offers useful implications for teachers and researchers.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"63 ","pages":"Article 100911"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137049","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

Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2024.100913

Edsoulla Chung, Aaron Wan

{"title":"Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong","authors":"Edsoulla Chung, Aaron Wan","doi":"10.1016/j.asw.2024.100913","DOIUrl":"10.1016/j.asw.2024.100913","url":null,"abstract":"<div><div>A good command of academic vocabulary is important for academic success in higher education. However, research has primarily focused on the receptive academic vocabulary knowledge of L2 learners while devoting relatively limited attention to their productive use of such vocabulary and its impact on writing quality. To address this gap, we analysed the problem-solution essays written by 168 first-year undergraduates in Hong Kong, focusing on the relationship between their use of academic words in the Academic Vocabulary List (AVL) and the overall quality of their writing. We also explored the relationship between the size of students’ receptive academic vocabulary and the frequency of its use in writing. Findings revealed that essays with high scores contained a greater density and diversity of academic vocabulary than low-scored essays, with greater frequency of words in the 1–500 and 501–1000 tiers of the AVL significantly predicting better writing quality. The essays also showed a significant relationship between the participants’ receptive academic vocabulary size and the diversity of academic words used in writing. However, no significant relationship was observed between receptive academic vocabulary size and the density of academic words used. We highlight the implications of these findings for EAP teaching and research.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"63 ","pages":"Article 100913"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137021","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

A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2024.100909

Jiali Wang, Young-Suk G. Kim, Joseph Hin Yan Lam, Molly Ann Leachman

{"title":"A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features","authors":"Jiali Wang, Young-Suk G. Kim, Joseph Hin Yan Lam, Molly Ann Leachman","doi":"10.1016/j.asw.2024.100909","DOIUrl":"10.1016/j.asw.2024.100909","url":null,"abstract":"<div><div>Students’ proficiency in constructing sentences impacts the writing process and writing products. Linguistic demands in writing differ in terms of both student characteristics and measurement features. To identify various syntactic demands considering these features, we conducted a meta-analysis examining the relationships between syntactic features (complexity and accuracy) and writing performance (quality, productivity, and fluency) and moderating effects of both student characteristics and measurement features. A total of 109 studies (effect sizes: 871; the total number of participants: 24,628) met the inclusion criteria. Results showed that there was a weak relationship for syntactic accuracy (r = .25) and complexity (r = .16). Writers' characteristics, including grade level and language proficiency, and measurement features, writing genres, writing outcomes, whether the writing task is text-based or not, and type of syntactic complexity measures, were significant moderators for certain syntactic features. The findings highlighted the importance of writer and measurement factors when considering the relationships between linguistic features in writing and writing performance. Implications were discussed regarding the selection of syntactic features in assessing language use in writing, gaps in the literature, and significance for writing instruction and assessment.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"63 ","pages":"Article 100909"},"PeriodicalIF":4.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137019","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

Editorial Volume 63

IF 4.2 1区文学

Assessing Writing Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2025.100917

Martin East , David Slomp

引用次数: 0

Effects of a genre and topic knowledge activation device on a standardized writing test performance 体裁和主题知识激活装置对标准化写作测试成绩的影响

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-10-01 DOI: 10.1016/j.asw.2024.100898

Natalia Ávila Reyes , Diego Carrasco , Rosario Escribano , María Jesús Espinosa , Javiera Figueroa , Carolina Castillo

{"title":"Effects of a genre and topic knowledge activation device on a standardized writing test performance","authors":"Natalia Ávila Reyes , Diego Carrasco , Rosario Escribano , María Jesús Espinosa , Javiera Figueroa , Carolina Castillo","doi":"10.1016/j.asw.2024.100898","DOIUrl":"10.1016/j.asw.2024.100898","url":null,"abstract":"<div><div>The aim of this article was twofold: first, to introduce a design for a writing test intended for application in large-scale assessments of writing, and second, to experimentally examine the effects of employing a device for activating prior knowledge of topic and genre as a means of controlling construct-irrelevant variance and enhancing validity. An authentic, situated writing task was devised, offering students a communicative purpose and a defined audience. Two devices were utilized for the cognitive activation of topic and genre knowledge: an infographic and a genre model. The participants in this study were 162 fifth-grade students from Santiago de Chile, with 78 students assigned to the experimental condition (with activation device) and 84 students assigned to the control condition (without activation device). The results demonstrate that the odds of presenting good writing ability are higher for students who were part of the experimental group, even when controlling for text transcription ability, considered a predictor of writing. These findings hold implications for the development of large-scale tests of writing guided by principles of educational and social justice.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"62 ","pages":"Article 100898"},"PeriodicalIF":4.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702966","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

Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers 检测和评估人工智能生成的文本和人类制作的文本：以第二语言写作教师为例

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-10-01 DOI: 10.1016/j.asw.2024.100899

Loc Nguyen , Jessie S. Barrot

{"title":"Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers","authors":"Loc Nguyen , Jessie S. Barrot","doi":"10.1016/j.asw.2024.100899","DOIUrl":"10.1016/j.asw.2024.100899","url":null,"abstract":"<div><div>Artificial intelligence (AI) technologies have recently attracted the attention of second language (L2) writing scholars and practitioners. While they recognize the tool’s viability, they also raised the potential adverse effects of these tools on accurately reflecting students’ actual level of writing performance. It is, therefore, crucial for teachers to discern AI-generated essays from human-produced work for more accurate assessment. However, limited information is available about how they assess and distinguish between essays produced by AI and human authors. Thus, this study analyzed the scores and comments teachers gave and looked into their strategies for identifying the source of the essays. Findings showed that essays by a native English-speaking (NS) lecturer and ChatGPT were rated highly. Meanwhile, essays by an NS college student, non-native English-speaking (NNS) college student, and NNS lecturer scored lower, which made them distinguishable from an AI-generated text. The study also revealed that teachers could not consistently identify the AI-generated text, particularly those written by an NS professional. These findings were attributed to teachers’ past engagement with AI writing tools, familiarity with common L2 learner errors, and exposure to native and non-native English writing. From these results, implications for L2 writing instruction and future research are discussed.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"62 ","pages":"Article 100899"},"PeriodicalIF":4.2,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656111","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