Assessing Writing最新文献_第4页

Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality 探索在说明文写作中使用范文作为反馈工具：英语学习者的注意、融入和文本质量

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-09-20 DOI: 10.1016/j.asw.2024.100890

Long Quoc Nguyen , Bao Trang Thi Nguyen , Hoang Yen Phuong

{"title":"Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality","authors":"Long Quoc Nguyen , Bao Trang Thi Nguyen , Hoang Yen Phuong","doi":"10.1016/j.asw.2024.100890","DOIUrl":"10.1016/j.asw.2024.100890","url":null,"abstract":"<div><div>Model texts as a feedback instrument (MTFI) have proven effective in enhancing L2 writing, yet research on this domain mainly focused on narrative compositions over a three-stage task: i) composing, ii) comparing, and iii) rewriting. The impact of MTFI on learners’ noticing, incorporations, and text quality in expository writing, especially in the Vietnamese context, remains underexplored. To address these gaps, this study aims to investigate the effect of MTFI on 68 Vietnamese EFL undergraduates’ expository writing following a process-product approach. The participants were divided into a control group (CG, <em>N</em> = 33) and an experimental group (EG, <em>N</em> = 35). Both groups attended stages one and three, but only the EG compared their initial writing with a model text in stage two. The results, derived from learners’ note-taking sheets, written paragraphs, and semi-structured interviews, revealed that despite the two groups’ comparability in stage one, the EG demonstrated significantly better text quality than the CG in stage three, particularly in content, lexis, and organization. Furthermore, while the EG largely encountered lexical issues at the outset, they primarily concentrated on content-related and organizational features in the subsequent stages. Based on the findings, recommendations for future research and implications for pedagogy were deliberated.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"62 ","pages":"Article 100890"},"PeriodicalIF":4.2,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311404","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

Exploring the development of noun phrase complexity in L2 English writings across two genres 探索两种体裁的后二英语写作中名词短语复杂性的发展

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-09-16 DOI: 10.1016/j.asw.2024.100892

Yixin Wang, Jingyang Jiang

{"title":"Exploring the development of noun phrase complexity in L2 English writings across two genres","authors":"Yixin Wang, Jingyang Jiang","doi":"10.1016/j.asw.2024.100892","DOIUrl":"10.1016/j.asw.2024.100892","url":null,"abstract":"<div><p>Researchers in second language (L2) writing studies are increasingly focusing on examining complex noun phrases (NPs). However, recent studies on NP complexity show a preference for examining advanced learners’ writings, despite the fact that English writings of early L2 learners already contain many NPs. In the present study, we used a corpus-based approach to investigate the development of NP complexity in argumentative and narrative compositions written by English as a foreign language (EFL) learners with different proficiency levels. The results show that eight NP complexity features presented patterns of growth at different proficiency levels. Among the eight features, attributive adjectives and -ing participles as post-modifiers can both reflect the development and characteristics of Chinese EFL learners’ writings. We also found that genre effect on NP complexity growth was the result of both task-related factors of genres and learners’ genre exposure. Our results largely corroborate the developmental index proposed by Biber et al. (2011), and confirm that NP complexity starts to grow from early stages of learning among L2 English learners with genre-specific features.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"62 ","pages":"Article 100892"},"PeriodicalIF":4.2,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241243","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}

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L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations 语言为第二语言的硕士生和博士生对导师就其论文/毕业论文提供书面反馈意见的偏好

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-09-11 DOI: 10.1016/j.asw.2024.100891

MohammadHamed Hoomanfard

{"title":"L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations","authors":"MohammadHamed Hoomanfard","doi":"10.1016/j.asw.2024.100891","DOIUrl":"10.1016/j.asw.2024.100891","url":null,"abstract":"<div><p>The present study employed a qualitative research design to investigate possible differences between L2 master’s and doctoral students’ preferences for supervisor written feedback. Although the role of learners’ preferences, as a part of attitudinal engagement, has been emphasized in the literature on feedback, there are still niches in the literature that need to be occupied. One of these gaps is the examination of L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations. To bridge this research gap, the researcher interviewed 52 master’s and 21 doctoral Iranian English Language Teaching students. Thematic analysis of the interview data identified five main preferences: feedback that is clear, specific, encouraging, dialogic, and non-appropriative. The examination of interview data showed that both master’s and doctoral students expressed high levels of preference for receiving clear and encouraging feedback. A significantly higher percentage of master’s students expressed their preference for specific comments. In contrast, doctoral students exhibited heightened preferences for non-appropriative and dialogic feedback. The findings also provided insights into the underlying factors that can shape master’s and doctoral students’ preferences. Several practical implications and suggestions for further research are also discussed in this study.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"62 ","pages":"Article 100891"},"PeriodicalIF":4.2,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168122","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}

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Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective 写作反馈素养对反馈参与和写作成绩的影响：跨语言视角

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-09-05 DOI: 10.1016/j.asw.2024.100889

Qi Lu , Xinhua Zhu , Siyu Zhu , Yuan Yao

{"title":"Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective","authors":"Qi Lu , Xinhua Zhu , Siyu Zhu , Yuan Yao","doi":"10.1016/j.asw.2024.100889","DOIUrl":"10.1016/j.asw.2024.100889","url":null,"abstract":"<div><p>While the educational field has made progress in comprehending student feedback literacy, its impact on feedback engagement and student writing performance remains insufficiently explored. Furthermore, the cross-linguistic perspective has not yet been introduced to the literature on student feedback literacy, even though this approach has seen increased utilization in both L1 and L2 learning research. The current study examined the relationship between L1 and L2 writing feedback literacies and how they may contribute to L2 feedback engagement and L2 writing performance. Data were collected from 231 English major sophomore students from a Chinese university. The structural equation modeling analyses results showed that students’ L1 writing feedback literacy had a positive effect on their L2 writing feedback literacy. Further, L1 writing feedback literacy exerted an indirect effect on L2 writing performance via L2 writing feedback literacy and L2 feedback engagement. These findings underscore the pivotal role of L1 writing feedback literacy in L2 development and provide empirical evidence elucidating the close relationship between student feedback literacy and feedback engagement. The study concludes with pedagogical suggestions based on the observed outcomes.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"62 ","pages":"Article 100889"},"PeriodicalIF":4.2,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142149877","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}

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Exploring the multi-dimensional human mind: Model-based and text-based approaches 探索多维人类思维：基于模型和基于文本的方法

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100878

Min Kyu Kim , Jinho Kim , Ali Heidari

{"title":"Exploring the multi-dimensional human mind: Model-based and text-based approaches","authors":"Min Kyu Kim , Jinho Kim , Ali Heidari","doi":"10.1016/j.asw.2024.100878","DOIUrl":"10.1016/j.asw.2024.100878","url":null,"abstract":"<div><p>In this study, we conceptualize two approaches, model-based and text-based, grounded on mental models and discourse comprehension theories, to computerized summary analysis. We juxtapose the model-based approach with the text-based approach to explore shared knowledge dimensions and associated measures from both approaches and use them to examine changes in students' summaries over time. We used 108 cases in which we computed model-based and text-based measures for two versions of students' summaries (i.e., initial and final revisions), resulting in a total of 216 observations. We used correlations, Principal Components Analysis (PCA), and Linear Mixed-Effects models. This exploratory investigation suggested a shortlist of text-based measures, and the findings of the PCA demonstrated that both model-based and text-based measures explained the three-dimensional model (i.e., surface, structure, and semantic). Overall, model-based measures were better for tracking changes in the surface dimension, while text-based measures were descriptive of the structure dimension. Both approaches worked well for the semantic dimension. The tested text-based measures can serve as a cross-reference to evaluate students' summaries along with the model-based measures. The current study shows the potential of using multidimensional measures to provide formative feedback on students' knowledge structure and writing styles along the three dimensions.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100878"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141954088","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}

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Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811] 基于元认知的学生学术写作反馈素养评估》更正 [Assessing Writing 59 (2024) 100811]

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100869

Mark Feng Teng , Maggie Ma

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Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective 从评价框架审视教师在书面、音频和截屏反馈中对英语学习者写作的评价性语言：语言学视角

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100871

Murad Abdu Saeed , Atef AbuSa'aleek , Mohammed Abdullah Alharbi

{"title":"Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective","authors":"Murad Abdu Saeed , Atef AbuSa'aleek , Mohammed Abdullah Alharbi","doi":"10.1016/j.asw.2024.100871","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100871","url":null,"abstract":"<div><p>Technology facilitates teacher corrective feedback on students' writing, but there is a need to examine how written, audio and screencast modes affect teacher's evaluative language of electronic (e-) feedback from linguistic approaches. By using the engagement resources of the appraisal framework within Systemic Functional Linguistics, this study examined the effect of written, audio and screencast modes on the instructor's evaluative language in his e-feedback on writing and the text revisions of 15 pairs of Saudi EFL learners. The linguistic analysis of the e-feedback revealed that the instructor's engagement resources differed across the three e-feedback modes. Specifically, the screencast and audio e-feedback modes were dominated by expanding resources (resources expanding the space for dialogue) as opposed to the prevalence of contracting resources (resources limiting/shutting down the space for dialogue) in the written feedback mode. Moreover, the audio and screencast feedback modes contained more statements and suggestions whereas the written feedback mode was dominated by commands/orders and suggested corrections. The content analysis revealed that the screencast e-feedback mode addressed a higher number of global issues in writing; however, the audio and written e-feedback modes addressed a higher number of local issues in writing. Despite the higher overall rate of successful text revisions resulting from the screencast and audio e-feedback modes, no significant differences were found except in relation to students' global text revisions. The study offers useful pedagogical implications for instructors in effectively responding to students' writing.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100871"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141543227","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

Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development 超越准确性的提高：调查个人和协作反馈处理对 L2 写作发展的影响

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100876

Carrie Xin Peng

{"title":"Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development","authors":"Carrie Xin Peng","doi":"10.1016/j.asw.2024.100876","DOIUrl":"10.1016/j.asw.2024.100876","url":null,"abstract":"<div><p>Despite the burgeoning research on exploring learner engagement with feedback, how second language (L2) learners’ engagement with feedback in different processing conditions influences their subsequent writing development is under-explored. This study examines the effects of individual and collaborative processing (languaging) of teacher feedback on Chinese lower-secondary school EFL learners’ writing development. Eighty-one students aged 13–14 with A1-A2 levels of English proficiency (according to the Common European Framework of Reference) from two classes and two experienced English teachers participated in the study. Students were provided with comprehensive teacher feedback and were asked to process feedback provided on three writing tasks through either individual written or collaborative oral languaging over six weeks. Pre-, post-, and delayed post-tests were administered. Students’ writing development was analysed using complexity, accuracy, and fluency measures, as well as content and organisation writing scores. Findings showed that the two conditions did not influence students’ writing complexity and fluency differently, while only the collaborative oral languaging condition contributed to students’ sustainable accuracy gains. Results based on the analytic writing scores suggested that students in the two conditions significantly improved content and organisation scores over time. Pedagogical and research implications regarding implementing the two feedback processing conditions are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100876"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000692/pdfft?md5=f166583fc6f801f5b2a71d5e058cf1ce&pid=1-s2.0-S1075293524000692-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141844063","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

Examining the direct and indirect impacts of verbatim source use on linguistic complexity in integrated argumentative writing assessment 在综合议论文写作评估中考察逐字来源使用对语言复杂性的直接和间接影响

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100868

Huiying Cai , Xun Yan

{"title":"Examining the direct and indirect impacts of verbatim source use on linguistic complexity in integrated argumentative writing assessment","authors":"Huiying Cai , Xun Yan","doi":"10.1016/j.asw.2024.100868","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100868","url":null,"abstract":"<div><p>Verbatim source use (VSU) in integrated argumentative writing tasks may enhance linguistic complexity of writing performance. This assistance might present an unequal advantage for test-takers across levels of writing proficiency, engendering validity and fairness concerns. While previous research has mostly examined the relationships between source use characteristics and proficiency levels, the relationship between VSU and linguistic complexity remains underexplored. To further unpack these relationships, this study examined both the direct impact of VSU on linguistic complexity of writing performances and its indirect impact through interaction with writing proficiency. Using natural language processing tools and techniques, we examined 34 linguistic complexity features and three VSU features of 3250 argumentative writing performances on a university-level English Placement Test (EPT). We performed exploratory factor analysis to identify linguistic complexity dimensions and applied mixed-effect models to examine how VSU features and proficiency level impacted these dimensions. Post-hoc analyses suggested weak direct impacts of different VSU features on linguistic complexity, which might reflect different essay writing strategies. However, no meaningful indirect impact was found. The findings help unravel the impact of VSU on argumentative writing and provide empirical evidence for validity arguments for integrated writing assessments.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100868"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000618/pdfft?md5=faa5261e073280115613145d7ef0bb9e&pid=1-s2.0-S1075293524000618-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141543225","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 relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach 建立大粒度、细粒度绝对句法复杂性与 L2 写作质量评估之间的关系模型：SEM 方法

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100875

Yuxin Peng , Yafu Zheng , Jie Sun , Yue Jiang , Jiexin Lin , Haomin Zhang

{"title":"Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach","authors":"Yuxin Peng , Yafu Zheng , Jie Sun , Yue Jiang , Jiexin Lin , Haomin Zhang","doi":"10.1016/j.asw.2024.100875","DOIUrl":"10.1016/j.asw.2024.100875","url":null,"abstract":"<div><p>The current study investigated the relationships among large-grained and fine-grained aspects of absolute syntactic complexity (SC) and expert-assessed writing quality of 446 argumentative writing samples of college-level Chinese EFL learners. Computational indices tapping into large-grained and fine-grained aspects of absolute SC were computed by TAASSC and L2SCA. Drawing upon rigorous SEM analyses, this paper demonstrated the utility of computational indices that tap into absolute SC. Overall, the measurements of absolute SC accounted for 42 % of the variance in human-judged overall writing scores. The results revealed that (1) noun phrase (NP) complexity was the underlying cause that determined trained raters’ judgement on argumentative writing quality; (2) among traditional large-grained indices, MLC, CN/C, and CN/T, were dependable metrics in representing SC and predicting writing quality; (3) among fine-grained indices, prepositional phrases and relative clauses as noun modifiers were prominent in representing NP complexity; (4) relative clause and adjectival modifiers had unique and complementary effects to large-grained NP complexity in affording explanations for human judgement; (5) the use of prepositions in NP was the most prominent contributor to the increase of large-grained NP complexity among the noun phrase modifiers in this specific corpus. Situated in previous research, the results provide an opportunity to evaluate L2 writing within the theoretical framework of absolute syntactic complexity.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100875"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141838360","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