Assessing Writing最新文献_第9页

Engagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye? 参与导师对硕士论文的反馈：导师和学生意见一致吗？

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100841

Madhu Neupane Bastola , Guangwei Hu

{"title":"Engagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye?","authors":"Madhu Neupane Bastola , Guangwei Hu","doi":"10.1016/j.asw.2024.100841","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100841","url":null,"abstract":"<div><p>Student engagement has attracted much research attention in higher education because of various potential benefits associated with improved engagement. Despite extensive research on student engagement in higher education, little has been written about graduate students’ engagement with supervisory feedback. This paper reports on a study on student engagement with supervisory feedback on master’s theses conducted in the context of Nepalese higher education. The study employed an exploratory sequential mixed-methods design that drew on interviews and a questionnaire-based survey involving supervisors and students from four disciplines at a comprehensive university in Nepal. Analyses of the qualitative and quantitative data revealed significant differences between supervisors’ and students’ perceptions of all types (i.e., affective, cognitive, and behavioral) of student engagement. Significant disciplinary variations were also observed in supervisors’ and students’ perceptions of negative affect, cognitive engagement, and behavioral engagement. Furthermore, disciplinary background and feedback role interacted to shape perceptions of student engagement. These findings have implications for improving student engagement with supervisory feedback.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100841"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140644684","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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Volume 60 editorial 第 60 卷社论

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100857

David Slomp , Martin East

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Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece 影响希腊 16 至 18 岁中学生议论文中 L1 语言评价的语言因素

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100844

Koskinas Emmanouil , Gavriilidou Zoe , Andras Christos , Angelos Markos

{"title":"Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece","authors":"Koskinas Emmanouil , Gavriilidou Zoe , Andras Christos , Angelos Markos","doi":"10.1016/j.asw.2024.100844","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100844","url":null,"abstract":"<div><p>The purpose of this paper is to investigate linguistic factors affecting the evaluation of the argumentative essays in written tests taken by junior and senior students, aged 16 to 18, attending high schools in Greece. To achieve this, we analyzed textual characteristics and scoring of 265 juniors and seniors, graded by 15 different raters. To examine the contribution of linguistic parameters to the assessment, we developed an automated tool to record and evaluate students' lexical and syntactic features in the Greek language. The results revealed that the extensive use of nominal groups including an adjective and a noun and the utilization of both impersonal and passive syntax, as well as adverbs to a lesser extent, contribute the most to positive grading in language tests. Furthermore, we identified a correlation between language and the other criteria of the evaluation rubric, namely content and organization. The paper contributes to the discussion about objectivity in writing evaluation in the Greek setting and to the creation of a rubric that ensures a more effective assessment of writing tasks.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100844"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140822444","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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Is CJ a valid, reliable form of L2 writing assessment when texts are long, homogeneous in proficiency, and feature heterogeneous prompts? 当课文篇幅较长、同质化程度较高、提示语不尽相同时，CJ 是否是一种有效、可靠的 L2 写作评估形式？

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100843

Peter Thwaites , Charalambos Kollias , Magali Paquot

{"title":"Is CJ a valid, reliable form of L2 writing assessment when texts are long, homogeneous in proficiency, and feature heterogeneous prompts?","authors":"Peter Thwaites , Charalambos Kollias , Magali Paquot","doi":"10.1016/j.asw.2024.100843","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100843","url":null,"abstract":"<div><p>Comparative judgement (CJ) is a method of assessment in which judges perform paired comparisons of pieces of student work and decide which one is “better”. CJ has many potential benefits for the writing assessment community, including its reliability, flexibility, and efficiency. However, by reviewing the literature on CJ’s application to L2 writing assessment, we find that while existing studies have established the plausibility of using CJ in this context, they provide little indication of the conditions under which the method is most likely to prove useful. In particular, by focusing on the assessment of relatively short texts, covering a wide proficiency range, and using a single essay prompt, they leave unresolved the question of how such textual factors affect CJ’s reliability and validity. To address this, we conduct two studies exploring the reliability and validity of a community-driven form of CJ for evaluating L2 texts which were longer, featured a narrower proficiency range, and were more topically diverse than earlier studies. Our results suggest that CJ remains reliable under these conditions. In addition, comparison with rubric-based assessment using CEFR scales suggests that the CJ approach also has an acceptable level of validity.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100843"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140950879","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

Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1? 在芬兰和巴基斯坦的 B1 级 EFL 学习者撰写的议论文中观察到的句法复杂性特征差异是否完全归因于他们的母语？

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100839

Ghulam Abbas Khushik

{"title":"Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?","authors":"Ghulam Abbas Khushik","doi":"10.1016/j.asw.2024.100839","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100839","url":null,"abstract":"<div><p>This study has explored the syntactic complexity features of English learners at the B1 Common European Framework of Reference (CEFR) (CoE, 2001) level from both Pakistan and Finland. The learners in question were taught English as a Foreign Language (EFL) using different pedagogical methods. This study took into account various factors including the learners' proficiency level, age, and grade, as well as variations in their native language. To assess the impact of the learners' native language and pedagogical methods on syntactic complexity features, twelfth grade EFL students from Upper-Secondary schools in both nations were given identical instructions and time limits to complete an English academic essay on the same topic. The study utilized L2 syntactic complexity analyzer (L2SCA) to extract fourteen syntactic complexity features, and Mann-Whitney U Tests were used to analyze the differences in the syntactic complexity features between the two groups. The study has revealed significant differences between Finnish and Pakistani EFL learners due to variations in their native language and the effects of pedagogical methods on syntactic complexity features. The implications of this study extend to language testing and assessment, the CEFR framework, and pedagogy in both Finland and Pakistan.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100839"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000321/pdfft?md5=4346b93938ba0697c15284a2baa8cd72&pid=1-s2.0-S1075293524000321-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140540563","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

Characteristics of students’ task representation and its association with argumentative integrated writing performance 学生任务表征的特点及其与议论文综合写作成绩的关系

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100845

Choo Mui Cheong , Yaping Liu , Run Mu

{"title":"Characteristics of students’ task representation and its association with argumentative integrated writing performance","authors":"Choo Mui Cheong , Yaping Liu , Run Mu","doi":"10.1016/j.asw.2024.100845","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100845","url":null,"abstract":"<div><p>Task representation denotes students’ interpretation in which what a learning or assessment task required them to do. An argumentative integrated writing task which involves the use of reading materials as claims or evidences for composing an essay, makes the role of task representation more critical than others, as writers may be confused with whether their task is to focus on synthesizing the reading materials that they comprehend, or expressing their own views. With the aim of exploring the characteristics of task representation and its association with integrated writing, this study invited 474 secondary four students from Hong Kong to participate in think aloud writing protocol followed by stimulated recall interview (36 participants), and complete an integrated writing task and a questionnaire (438 participants). Three factors of the task representation were identified as source use, rhetorical purpose and text format, and significant positive correlations were found between the three factors and integrated writing performance. Theoretical and pedagogical implications are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100845"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000382/pdfft?md5=8d2330746d772d427d894dfc9d49c0a7&pid=1-s2.0-S1075293524000382-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140816407","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}

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IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100837

Liping Chen, Qiaoya Huang

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Exploring the dynamics of student engagement with receiving peer feedback in L2 writing 探索学生在第二语言写作中接受同伴反馈的动力

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-04-01 DOI: 10.1016/j.asw.2024.100842

Yuge Zhang , Ying Gao

{"title":"Exploring the dynamics of student engagement with receiving peer feedback in L2 writing","authors":"Yuge Zhang , Ying Gao","doi":"10.1016/j.asw.2024.100842","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100842","url":null,"abstract":"<div><p>Although research on student engagement with peer feedback in second and foreign language (L2) writing has attracted some attention in recent years, there has been little emphasis on the dynamic changes in and factors influencing student engagement. Drawing on multiple data sources, we explored how six undergraduate students affectively, cognitively, and behaviorally engaged with receiving peer feedback across three writing cycles in an online TOEFL writing course. The findings revealed that L2 students’ engagement with peer feedback was complex, dynamic, and nonlinear. Affectively, the students experienced fluctuating emotions across tasks, which directly contributed to changes in their behaviors, as positive emotions promoted feedback implementation, while negative emotions hampered it. Cognitively, the students showed dynamic difficulties in understanding peer feedback across tasks, which triggered negative emotions and inappropriate revisions, and noticing/understanding feedback did not guarantee the use of cognitive strategies. Behaviorally, the students manifested different trends of implementing peer feedback and deployed a variety of observable revision strategies across the three writing cycles. Overall, the dynamics of student engagement with receiving peer feedback were found to be influenced by a number of individual and contextual factors, indicating the malleability of L2 students’ engagement with peer feedback.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100842"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140347610","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 assessment of writing in languages other than English (LOTE) 英语以外语言（LOTE）的写作评估

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-29 DOI: 10.1016/j.asw.2024.100840

Beverly Baker , Atta Gebril

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Effects of task-based language teaching on functional adequacy in L2 writing 任务型语言教学对第二语言写作功能充分性的影响

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-03-28 DOI: 10.1016/j.asw.2024.100838

Ran Wei , Xiaoyan Zhao

{"title":"Effects of task-based language teaching on functional adequacy in L2 writing","authors":"Ran Wei , Xiaoyan Zhao","doi":"10.1016/j.asw.2024.100838","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100838","url":null,"abstract":"<div><p>Task-based language teaching (TBLT) has generally been reported to enhance second language (L2) writing on linguistic features such as complexity, accuracy, and fluency. The research on how it influences pragmatic dimensions, however, has been scarce. Drawing upon a pretest-posttest design, this study investigates the potential of TBLT in pragmatic development in Chinese high school students’ English writing. Eighty Chinese senior high school students from two parallel classes participated in this study over four weeks. One class as the experimental group received TBLT writing instruction while the other class as the control group maintained the traditional product approach of writing teaching. Pragmatic outcomes were assessed in terms of functional adequacy (i.e., content, task requirements, comprehensibility, and coherence/cohesion) with functional adequacy rating scales. Results showed the salient effects of TBLT in helping students become more functionally adequate in English writing. In particular, it promoted the content, task requirements, and comprehensibility of students’ writing. The coherence and cohesion performance in writing, however, did not demonstrate considerable improvement. Intriguingly, a significant correlation was identified between students’ English proficiency and the coherence/cohesion dimension in their written texts. The study highlights the effectiveness of TBLT in facilitating L2 writing performance from the perspective of pragmatic dimensions and emphasizes the importance of developing students’ pragmatic writing ability. These findings have significant implications for Chinese high school English writing instruction.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"60 ","pages":"Article 100838"},"PeriodicalIF":3.9,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140321182","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