Assessing Writing最新文献_第5页

Discourse competence in Hong Kong secondary students’ disciplinary research writing 香港中学生学科研究写作的话语能力

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100872

Jack Pun , Sheng Tan , Xiang Li

{"title":"Discourse competence in Hong Kong secondary students’ disciplinary research writing","authors":"Jack Pun , Sheng Tan , Xiang Li","doi":"10.1016/j.asw.2024.100872","DOIUrl":"10.1016/j.asw.2024.100872","url":null,"abstract":"<div><p>The study examined the frequency and accuracy of four discourse competence (DC) parameters (i.e., establishment of a smooth old-to-new information flow, stance display, engagement with readers, and mastery of knowledge of discourse structure) in Hong Kong English-as-a-second-language (ESL) secondary students’ disciplinary research reports. The results showed that: (1) elements of establishment of a smooth old-to-new information flow constituted, on average, less than 9 % of the reports’ length, with mean accuracy rates ranging from 64.31 % to 80.33 %; (2) elements of stance display constituted, on average, no more than 3 % of the reports’ length, with mean accuracy rates ranging from 58.33 % to 98.17 %; (3) elements of engagement with readers constituted, on average, no more than 2 % of the reports’ length, with mean accuracy rates ranging from 33.33% to 88.64 %; (4) the mean accuracy rates of mastery of knowledge of discourse structure ranged from 0 % to 100 %. The findings reveal the secondary students’ DC in disciplinary research writing and pinpoint weak areas that instructors can work on. The proposed DC framework forms a foundation for future research on DC in discipline-specific research writing.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100872"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736645","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

EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach EFL 学生在议论文写作中的句法复杂性发展：潜类增长分析（LCGA）方法

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100877

Lawrence Jun Zhang , Jianhua Zhang

{"title":"EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach","authors":"Lawrence Jun Zhang , Jianhua Zhang","doi":"10.1016/j.asw.2024.100877","DOIUrl":"10.1016/j.asw.2024.100877","url":null,"abstract":"<div><p>The study explored EFL students' development of syntactic complexity by employing the Latent Class Growth Analysis (LCGA) approach. A total of 214 tertiary EFL students from Southwest China were invited to write four argumentative essays over an academic semester. The unconditional models of LCGA were utilized to explore the optimal latent classes of students' development trajectories of syntactic complexity. The conditional models of LCGA were employed to investigate the predictive effect of English proficiency on the optimal latent classes. Results of the unconditional models revealed different latent classes of development trajectories for six indices of syntactic complexity rather than the remaining ones, which offers tentative evidence for the heterogeneity of L2 development trajectories. Results of the conditional models showed that English proficiency did not predict the membership in these latent classes. These results are discussed and implications for L2 instruction are attempted.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100877"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000709/pdfft?md5=222daba9822dda6a976ca3099ac77902&pid=1-s2.0-S1075293524000709-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141954675","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

Analysis and recommendation system-based on PRISMA checklist to write systematic review 基于 PRISMA 核对表的分析和建议系统，用于撰写系统综述

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100866

Smita Agrawal , Parita Oza , Riya Kakkar , Sudeep Tanwar , Vishv Jetani , Jatin Undhad , Anupam Singh

{"title":"Analysis and recommendation system-based on PRISMA checklist to write systematic review","authors":"Smita Agrawal , Parita Oza , Riya Kakkar , Sudeep Tanwar , Vishv Jetani , Jatin Undhad , Anupam Singh","doi":"10.1016/j.asw.2024.100866","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100866","url":null,"abstract":"<div><p>A systematic review prepared by the researchers or users is transparent, complete, and accurate information that gives deep insights into why the review was done, what they did, and what they found. Various tools can be utilized to conduct a systematic review of the research papers, which is essential for researchers or users who wish to write and publish papers and those who review and evaluate them. By conducting a systematic review, users can gain valuable insights into the landscape of existing literature and identify key trends and influential works in their field from references they used in the article. Many researchers enhance the strength of their systematic review articles by manually preparing and including the analysis of the preferred reporting items for systematic reviews and meta-analyses (PRISMA)-2020 checklist and flow diagram. Motivated by the aforementioned discussion, this paper uses a web-based application to provide a graphical visualization of the analysis and flow diagram for the PRISMA. This application is valuable for stakeholders or users involved in the research process, including researchers, students, editors, reviewers, academic institutions, funding agencies, and publication houses. The proposed application enables stakeholders or users to assess the quality of the articles considered for systematic review more effectively along with the student writing assessment. Offering a visual display of the results from individual studies and syntheses enhances their ability to analyze and interpret the findings of the research articles by analyzing reference of research papers concerning year, entry type, authors, keywords, and journals.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100866"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141487095","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 large-scale corpus for assessing written argumentation: PERSUADE 2.0 用于评估书面论证的大规模语料库：PERSUADE 2.0

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100865

S.A. Crossley , Y. Tian , P. Baffour , A. Franklin , M. Benner , U. Boser

引用次数: 0

Influence of prior educational contexts on directed self-placement of L2 writers 先前的教育背景对第二语言作家定向自我定位的影响

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100870

Youmie J. Kim, Matthew J. Hammill

{"title":"Influence of prior educational contexts on directed self-placement of L2 writers","authors":"Youmie J. Kim, Matthew J. Hammill","doi":"10.1016/j.asw.2024.100870","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100870","url":null,"abstract":"<div><p>Directed self-placement (DSP) allows for student agency in writing placement. DSP has been implemented in many composition programs, although it has not been used as widely for L2 writers in higher education. This study investigates the relationship between student placement decisions and students’ prior educational backgrounds, particularly in relationship to whether they had attended an English-medium high school or an intensive English program (IEP). Actual placement results via an exam were compared to 804 students’ self-placement decisions and correlated with their prior educational backgrounds. Findings indicated that most students’ DSP decisions matched actual exam placement results. However, there was a large number of DSP decisions that were higher or lower than exam placement results. Additionally, the longer students studied at an English-medium instruction high school, the more likely they were to place themselves higher than their exam placement. We conclude that DSP can be used in L2 writing programs, but with careful attention to learners’ educational backgrounds, proficiency, and sense of identity.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100870"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141583362","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

"Navigating innovation and equity in writing assessment" "在写作评估的创新与公平中导航"

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100873

Kelly Hartwell , Laura Aull

{"title":"\"Navigating innovation and equity in writing assessment\"","authors":"Kelly Hartwell , Laura Aull","doi":"10.1016/j.asw.2024.100873","DOIUrl":"10.1016/j.asw.2024.100873","url":null,"abstract":"<div><p>The 2024 Tools & Technology forum underscores the significant role of emerging writing technologies in shaping writing assessment practices post-COVID-19, emphasizing the necessity of ensuring that these innovations uphold core principles of validity, fairness, and equity. AI-driven tools offer promising improvements but also require careful consideration to ensure that they reflect writing constructs, align with educational goals, and promote equitable assessment practices. Validity is explored through dimensions such as construct, content, and consequential validity, raising questions about how assessment tools may capture the complexity of writing and their broader impacts on educational stakeholders. Fairness in writing assessment is examined with regard to cultural responsiveness and accessibility, and how assessment tools may be designed to accommodate various student needs. Equity extends these considerations by addressing systemic inequities and promoting assessment practices that support diverse learning styles and reduce barriers for marginalized students. The reviews of three assessment tools—PERSUADE 2.0, EvaluMate, and a web application for systematic review writing—illustrate how innovations can support valid, fair, and equitable writing assessments across educational contexts. The forum emphasizes the importance of ongoing dialogue and adaptation to create inclusive and just educational experiences.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100873"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638579","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

Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy 英语写作课上的同伴反馈对 EFL 学生写作反馈素养的影响

IF 4.2 1区文学

Assessing Writing Pub Date : 2024-07-01 DOI: 10.1016/j.asw.2024.100874

Fanrong Weng , Cecilia Guanfang Zhao , Shangwen Chen

{"title":"Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy","authors":"Fanrong Weng , Cecilia Guanfang Zhao , Shangwen Chen","doi":"10.1016/j.asw.2024.100874","DOIUrl":"10.1016/j.asw.2024.100874","url":null,"abstract":"<div><p>Despite the increasing scholarly attention towards students’ writing feedback literacy in recent years, empirical explorations of effective approaches to enhancing this capacity remain scarce. While peer feedback often plays an important role in English as a Foreign Language (EFL) writing development, few studies seem to have addressed the potential impacts of peer feedback activities on students’ overall writing feedback literacy. To fill this gap, a mixed-methods study was designed to investigate the effect of peer feedback activities on students’ writing feedback literacy development across such dimensions as appreciating feedback, making judgements, acknowledging different sources of feedback, managing affect, and taking actions with feedback. Two intact classes, one as the experimental group and the other control group, participated in the study. The experimental group engaged in peer feedback activities during the semester (12 weeks), whereas the control group received conventional teacher feedback only. The pre- and post-intervention results based on a writing feedback literacy scale were compared between the two groups, in addition to the analysis of interviews with the teacher and focal students from the experimental group, as well as students’ written assignments and revisions after receiving peer feedback. Results showed that peer feedback activities could significantly improve students’ appreciation of feedback and their ability to make judgements. Nevertheless, no significant changes in other dimensions were identified. These findings extend the current understanding of EFL students’ writing feedback literacy and hold valuable pedagogical implications.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100874"},"PeriodicalIF":4.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141852395","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

Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices 沙特大学生英语写作反馈偏好与教师实践之间的匹配与不匹配

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-06-17 DOI: 10.1016/j.asw.2024.100863

Muhammad M.M. Abdel Latif , Zainab Alsuhaibani , Asma Alsahil

{"title":"Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices","authors":"Muhammad M.M. Abdel Latif , Zainab Alsuhaibani , Asma Alsahil","doi":"10.1016/j.asw.2024.100863","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100863","url":null,"abstract":"<div><p>Though much research has dealt with feedback practices in L2 writing classes, scarce studies have tried to investigate learner and teacher feedback perspectives from a wide angle. Drawing on an 8-dimension framework of feedback in writing classes, this study investigated the potential matches and mismatches between Saudi university students' English writing feedback preferences and their teachers' reported practices. Quantitative and qualitative data was collected using a student questionnaire and a teacher one. The two surveys assessed students' preferences for and teachers' use of 26 writing feedback modes, strategies and activities. A total of 575 undergraduate English majors at 11 Saudi universities completed the student questionnaire, and 82 writing instructors completed the teacher questionnaire. The data analysis revealed that the differences between the students' English writing feedback preferences and their teachers' practices vary from one feedback dimension to another. The study generally indicates that the mismatches between the students' writing feedback preferences and the teachers' reported practices far exceed the matches. The qualitative data obtained from the answers to a set of open-ended questions in both questionnaires provided information about the students' and teachers' feedback-related beliefs and reasons. The paper ends with discussing the results and their implications.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100863"},"PeriodicalIF":3.9,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423148","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

Does “more complexity” equal “better writing”? Investigating the relationship between form-based complexity and meaning-based complexity in high school EFL learners’ argumentative writing 更复杂 "就等于 "更好的写作 "吗？探究高中英语学习者议论文写作中形式复杂性与意义复杂性之间的关系

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-06-13 DOI: 10.1016/j.asw.2024.100867

Sachiko Yasuda

{"title":"Does “more complexity” equal “better writing”? Investigating the relationship between form-based complexity and meaning-based complexity in high school EFL learners’ argumentative writing","authors":"Sachiko Yasuda","doi":"10.1016/j.asw.2024.100867","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100867","url":null,"abstract":"<div><p>The study examines the relationship between form-based complexity and meaning-based complexity in argumentative essays written by high school students learning English as a foreign language (EFL) in relation to writing quality. The data comprise argumentative essays written by 102 Japanese high school learners at different proficiency levels. The students’ proficiency levels were determined based on the evaluation of their argumentative essays by human raters using the GTEC rubric. The students’ essays were analyzed from multiple dimensions, focusing on both form-based complexity (lexical complexity, large-grained syntactic complexity, and fine-grained syntactic complexity features) and meaning-based complexity (argument quality). The results of the multidimensional analysis revealed that the most influential factor in determining overall essay scores was not form-based complexity but meaning-based complexity achieved through argument quality. Moreover, the results indicated that meaning-based complexity was strongly correlated with the use of complex nominals rather than clausal complexity. These insights have significant implications for both the teaching and assessment of argumentative essays among high school EFL learners, underscoring the importance of understanding what aspects of writing to prioritize and how best to assess student writing.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100867"},"PeriodicalIF":3.9,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141313794","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

Thirty years of writing assessment: A bibliometric analysis of research trends and future directions 写作评估三十年：对研究趋势和未来方向的文献计量分析

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-06-07 DOI: 10.1016/j.asw.2024.100862

Jihua Dong , Yanan Zhao , Louisa Buckingham

{"title":"Thirty years of writing assessment: A bibliometric analysis of research trends and future directions","authors":"Jihua Dong , Yanan Zhao , Louisa Buckingham","doi":"10.1016/j.asw.2024.100862","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100862","url":null,"abstract":"<div><p>This study employs a bibliometric analysis to identify the research trends in the field of writing assessment over the last 30 years (1993–2022). Employing a dataset of 1,712 articles and 52,092 unique references, keyword co-occurrence analyses were used to identify prominent research topics, co-citation analyses were conducted to identify influential publications and journals, and a structural variation analysis was employed to identify transformative research in recent years. The results revealed the growing popularity of the writing assessment field, and the increasing diversity of research topics in the field. The research trends have become more associated with technology and cognitive and metacognitive processes. The influential publications indicate changes in research interest towards cross-disciplinary publications. The journals identified as key venues for writing assessment research also changed across the three decades. The latest transformative research points out possible future directions, including the integration of computational methods in writing assessment, and investigations into relationships between writing quality and various factors. This study contributes to our understanding of the development and future directions of writing assessment research, and has implications for researchers and practitioners.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"61 ","pages":"Article 100862"},"PeriodicalIF":3.9,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141286045","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