Assessing Writing最新文献_第9页

Shaping Writing Grades：Collocation and Writing Context Effects, McCallum, Lee, Philip Durrant, Cambridge Elements in Corpus Linguistics, Cambridge University Press, Cambridge (2022), p. 88, ISBN: 9781009074445

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-01-01 DOI: 10.1016/j.asw.2023.100807

Xiaoyi Yang, Yuan Ping

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Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese 名词短语复杂性与第二语言汉语水平：韩国汉语学习者的叙述分析

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-01-01 DOI: 10.1016/j.asw.2024.100810

Jifeng Wu , Xiaofei Lu

{"title":"Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese","authors":"Jifeng Wu , Xiaofei Lu","doi":"10.1016/j.asw.2024.100810","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100810","url":null,"abstract":"<div><p>This study examined differences in the overall noun phrase (NP) complexity and the use of specific types of NP modifiers among Korean learners of Chinese as a second language (CSL) at different proficiency levels and first language (L1) Chinese speakers. Our data consisted of a corpus of 134 narratives produced by 103 Korean CSL learners (33 beginner, 37 intermediate, and 33 advanced) and 31 L1 Chinese speakers on the same topic. Each narrative was manually analyzed using seven measures of overall NP complexity and 26 measures based on specific types of NP modifiers. Two measures of overall NP complexity (i.e., complex NP ratio and total length of all complex premodifiers) significantly discriminated all learner proficiency levels. The frequency of several types of NP modifiers consistently decreased or increased from lower to higher proficiency levels, while that of several others showed cross-proficiency fluctuations. Advanced learners demonstrated comparable levels of overall NP complexity as well as similar frequency of usage of specific types of NP modifiers as L1 Chinese speakers, with the exception that the latter used significantly more multiple modifiers. Our findings have useful implications for L2 Chinese writing syntactic complexity research and L2 Chinese writing pedagogy.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100810"},"PeriodicalIF":3.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000035/pdfft?md5=78fe5dfebdb0aa9f7137263e1abc7b2c&pid=1-s2.0-S1075293524000035-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139652720","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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第二语言或外语写作诊断》，Ari Huhta、Claudia Harsch、Dmitri Leontjev、Lea Nieminen，Routledge，纽约（2024 年），Xii+Pp.334

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-01-01 DOI: 10.1016/j.asw.2024.100814

Kai Zhao

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Assessing metacognition-based student feedback literacy for academic writing 评估基于元认知的学生学术写作反馈素养

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-01-01 DOI: 10.1016/j.asw.2024.100811

Mark Feng Teng , Maggie Ma

{"title":"Assessing metacognition-based student feedback literacy for academic writing","authors":"Mark Feng Teng , Maggie Ma","doi":"10.1016/j.asw.2024.100811","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100811","url":null,"abstract":"<div><p>Student feedback literacy is essential to writing in a foreign language context. Feedback is a process through which learners become more familiar with their work quality and integrate constructive criticism to produce stronger written work. Implicit in this process is the assumption that learners should not passively receive information but actively seek, generate, process, and use feedback to apply new knowledge in current or subsequent writing tasks. Learners’ metacognitive awareness and skills may influence their participation in feedback-related activities that inform the monitoring and control of their writing process and determine their writing performance. However, little attention has been given to a systematic investigation of metacognition in feedback literacy. The present study, drawing upon a self-regulatory perspective, bridges this gap by fulfilling two purposes: (a) to measure a scale on metacognition-based student feedback literacy; and (b) to delineate the predictive effects of different components of the scale on academic writing performance. The results provided evidence for metacognitive awareness and skills in student feedback literacy and showed the predictive effects of the scale, e.g., feedback-related strategies in participation (FRSP), motivation (M), feedback-related monitoring strategies (FRMS), and strategy knowledge (SK) on EFL learners’ performance in academic writing. Relevant implications were also discussed.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100811"},"PeriodicalIF":3.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000047/pdfft?md5=bab5f2c98aefcabe1eebf93cef0f6bd3&pid=1-s2.0-S1075293524000047-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139674633","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, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn 阅读、接受、修改：关于 "以写促学 "中同行评议与修改之间关系的案例研究

IF 3.9 1区文学

Assessing Writing Pub Date : 2024-01-01 DOI: 10.1016/j.asw.2024.100808

Solaire A. Finkenstaedt-Quinn , Field M. Watts , Ginger V. Shultz

{"title":"Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn","authors":"Solaire A. Finkenstaedt-Quinn , Field M. Watts , Ginger V. Shultz","doi":"10.1016/j.asw.2024.100808","DOIUrl":"https://doi.org/10.1016/j.asw.2024.100808","url":null,"abstract":"<div><p>Studies examining peer review demonstrate that students can learn from giving feedback to and receiving feedback from their peers, especially when they utilize information gained from the review process to revise. However, much of the research on peer review is situated within the literature regarding how students learn to write. With an increasing use of writing-to-learn in STEM classrooms, it is important to study how students engage in peer review for these types of writing assignments. This study sought to better understand how peer review and revision can support student learning for writing-to-learn specifically, using the lenses of cognitive perspectives of writing and engagement with written corrective feedback. Using a case study approach, we provide a detailed analysis of six students’ written artifacts in response to a writing-to-learn assignment that incorporated peer review and revision implemented in an organic chemistry course. Students demonstrated a range in the types of revisions they made and the extent to which the peer review process informed their revisions. Additionally, students exhibited surface, mid-level, and active engagement with the peer review and revision process. Considering the different engagement levels can inform how we frame peer review to students when using it as an instructional practice.</p></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":"59 ","pages":"Article 100808"},"PeriodicalIF":3.9,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1075293524000011/pdfft?md5=9db33da6b3006af1a4e320b31a5c7c6d&pid=1-s2.0-S1075293524000011-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139505460","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

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}

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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