Assessing Writing最新文献_第9页

Effects of errors on ratings of writing performances – Evidence from a high-stakes exam 错误对写作表现评分的影响--来自高考的证据

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-12-26 DOI: 10.1016/j.asw.2023.100806

Nikola Dobrić

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Unlocking writing success: Building assessment literacy for students and teachers through effective interventions 开启写作成功之门：通过有效干预培养学生和教师的评估素养

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-12-17 DOI: 10.1016/j.asw.2023.100804

Hanieh Shafiee Rad , Rasoul Alipour

{"title":"Unlocking writing success: Building assessment literacy for students and teachers through effective interventions","authors":"Hanieh Shafiee Rad , Rasoul Alipour","doi":"10.1016/j.asw.2023.100804","DOIUrl":"10.1016/j.asw.2023.100804","url":null,"abstract":"<div><p>As a prerequisite for effective teaching and learning outcomes, assessment literacy (AL) is imperative for both writing teachers and students. Although previous research has stressed the importance of AL in effective writing instruction, few studies have designed or explored interventions that can improve teachers' and students' AL. These interventions play a crucial role in equipping writing teachers with the necessary skills to effectively comprehend, apply, interpret, and critique assessments. Likewise, AL interventions are essential for writing students, as they enhance their knowledge, attitudes, actions, and critique of assessments, enabling them to understand assessment purposes, utilize feedback constructively, and critically evaluate assessment practices. In order to address this gap in the literature, the researchers employed a mixed-method approach, which included pre- and post-tests, as well as semistructured interviews, to design and investigate effective interventions for enhancing AL. For the purpose of this study, we incorporated a four-dimensional conceptual framework for teachers' intervention and a four-phase AL framework for students' intervention as the basis for our investigation. According to the study findings, there were significant disparities between students' writing skills and their writing abilities while also substantial improvements in teachers' writing abilities following intervention. A positive perception of the intervention was also reported by both students and teachers. Thus, these interventions were able to assist students in better understanding assessment criteria and help teachers provide feedback in an effective manner. By implementing effective interventions, students, as well as teachers, will be equipped with the necessary tools to support writing instruction and ultimately achieve higher levels of achievement.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100804"},"PeriodicalIF":3.9,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293523001125/pdfft?md5=af49e9a93aef41309bcf0e49d8949672&pid=1-s2.0-S1075293523001125-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138689637","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 mixed Rasch model analysis of multiple profiles in L2 writing 对 L2 写作中多重特征的混合 Rasch 模型分析

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-12-15 DOI: 10.1016/j.asw.2023.100803

Farshad Effatpanah , Purya Baghaei , Mohammad N. Karimi

{"title":"A mixed Rasch model analysis of multiple profiles in L2 writing","authors":"Farshad Effatpanah , Purya Baghaei , Mohammad N. Karimi","doi":"10.1016/j.asw.2023.100803","DOIUrl":"10.1016/j.asw.2023.100803","url":null,"abstract":"<div><p>The present study used the Mixed Rasch Model (MRM) to identify multiple profiles in L2 students’ writing with regard to several linguistic features, including content, organization, grammar, vocabulary, and mechanics. To this end, a pool of 500 essays written by English as a foreign language (EFL) students were rated by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist. The ratings were subjected to MRM analysis. Two distinct profiles of L2 writers emerged from the sample analyzed including: (a) Sentence-Oriented and (b) Paragraph-Oriented L2 Writers. Sentence-Oriented L2 Writers tend to focus more on linguistic features, such as grammar, vocabulary, and mechanics, at the sentence level and try to utilize these subskills to generate a written text. However, Paragraph-Oriented Writers are inclined to move beyond the boundaries of a sentence and attend to the structure of a whole paragraph using higher-order features such as content and organization subskills. The two profiles were further examined to capture their unique features. Finally, the theoretical and pedagogical implications of the identification of L2 writing profiles and suggestions for further research are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100803"},"PeriodicalIF":3.9,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293523001113/pdfft?md5=b03b7936ec5c972994a207399699d5c3&pid=1-s2.0-S1075293523001113-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690118","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

The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation 反馈的激励作用：不同反馈做法对 L2 学习者写作动机影响的元分析

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-12-14 DOI: 10.1016/j.asw.2023.100802

Yiwen Cen , Yao Zheng

{"title":"The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation","authors":"Yiwen Cen , Yao Zheng","doi":"10.1016/j.asw.2023.100802","DOIUrl":"10.1016/j.asw.2023.100802","url":null,"abstract":"<div><p>With the growing body of research on writing feedback and the recognition of the critical role of writing motivation, controversy has emerged over the motivational function of feedback in second language (L2) writing contexts. To provide further evidence for the impact of different feedback practices on L2 learners’ writing motivation, the present meta-analysis synthesizes the results of 13 quantitative studies on the relationship between feedback and L2 writing motivation. It examines the effect of different feedback practices on L2 learners’ writing motivation and the variables moderating the effectiveness of those feedback practices. The results show that feedback generated from multiple sources has the greatest motivational function in L2 writing, followed by single-source feedback, including peer feedback, teacher feedback, and automated feedback. Moderator analysis indicates that feedback type is a statistically significant variable moderating the effectiveness of feedback. In light of the findings, implications for L2 writing instruction and future L2 writing research are discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100802"},"PeriodicalIF":3.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293523001101/pdfft?md5=dc98b760619994752f4428f324d18a78&pid=1-s2.0-S1075293523001101-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138689915","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

Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior 我在 L2 写作中需要反馈还是回避反馈？自我效能感和害羞对寻求反馈行为的影响

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-12-13 DOI: 10.1016/j.asw.2023.100805

Jian Xu , Yabing Wang

{"title":"Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior","authors":"Jian Xu , Yabing Wang","doi":"10.1016/j.asw.2023.100805","DOIUrl":"https://doi.org/10.1016/j.asw.2023.100805","url":null,"abstract":"<div><p>Whether second or foreign (L2) writing self-efficacy predicts feedback-seeking behavior (FSB) positively or negatively remains unresolved. Moreover, empirical research regarding the influence of shyness on FSB is lacking. The investigation of self-efficacy, shyness, and FSB addresses how efficacious and shy individuals seek feedback and provides implications for overcoming shyness and recognizing the need to seek feedback for academic growth. Thus, the aim of the present study is to explore the impact of L2 writing self-efficacy and shyness on FSB. A battery of questionnaires was administered to 606 Chinese participants and six L2 learners’ writing experiences were elicited in relation to the three concepts. The quantitative results revealed that linguistic self-efficacy negatively impacted feedback inquiry, whereas performance self-efficacy positively impacted it. Further, self-regulatory self-efficacy had a positive impact on both feedback monitoring and inquiry. Shyness had a positive impact on feedback monitoring. Interviews revealed that L2 learners were confident about grammar and vocabulary in writing, but they struggled with organization, self-monitored feedback to avoid burdening teachers, relied on self-monitoring if feedback was delayed, and inquired about feedback when preparing for tests. Herein, implications for L2 writing pedagogy are provided.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100805"},"PeriodicalIF":3.9,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293523001137/pdfft?md5=2c2504e47f0ddac8757e3dd812134274&pid=1-s2.0-S1075293523001137-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138581953","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

Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement 透过种族语言意识形态阅读读者:对学生自我定位表现的调查

IF 3.9 1区文学

Assessing Writing Pub Date : 2023-12-02 DOI: 10.1016/j.asw.2023.100792

Jennifer Burke Reifman

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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

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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