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Published on Dec 1, 2019in Language Testing in Asia
Hiroyuki Yamanishi (Chu-Dai: Chuo University), Masumi Ono1
Estimated H-index: 1
(Keio: Keio University),
Yuko Hijikata1
Estimated H-index: 1
(University of Tsukuba)
Background In our research project, we have developed a scoring rubric for a second language (L2) summary writing for English as a foreign language (EFL) students in Japanese universities. This study aimed to examine the applicability of our five-dimensional rubric, which features both analytic and holistic assessments, to classrooms in the EFL context. The examination especially focused on a newly added, optional overall quality dimension and two paraphrasing dimensions: paraphrase (quantity) a...
Published on Oct 1, 2019in Written Communication1.22
Baraa Khuder (Birkbeck, University of London), Nigel Harwood15
Estimated H-index: 15
(University of Sheffield)
Published on Jul 1, 2019in Assessing Writing1.84
Maryam Homayounzadeh (Shiraz University), Mahboobeh Saadat1
Estimated H-index: 1
(Shiraz University),
Alireza Ahmadi5
Estimated H-index: 5
(Shiraz University)
Abstract The study presents an attempt to explore the impact of source characteristics on task comparability in integrated writing tasks. To this end, two read-listen-write tasks of TOEFL iBT were selected to differ in topic, structural organization, and lexical and conceptual overlap, suggested to be significant in affecting summary quality ( Cho, Rijmen, & Novak, 2013 ; Li, 2014 ; Yu, 2009 ). The performance of a group of TOEFL candidates on the two tasks was qualitatively analyzed and quantit...
Published on Apr 1, 2019in System1.93
Zsuzsanna I. Abrams6
Estimated H-index: 6
(UCSC: University of California, Santa Cruz)
Abstract Drawing on research on task-based L2 teaching and writing, this study examines the effects of integrated writing – as a function of task-complexity – on the quality of written texts produced by intermediate learners of German at a U.S. university. Participants completed six writing tasks over ten weeks: three were based on authentic resources (two multimodal and one print-only texts), while three required learners to describe their own experiences based on textbook prompts (non-content ...
Published on Apr 1, 2019
Hatime Çiftçi (BAU: Bahçeşehir University), Erhan Aslan2
Estimated H-index: 2
(University of Reading)
As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedde...
Published on Jan 1, 2019in English for Specific Purposes1.70
Quynh Nguyen (University of Auckland), Louisa Buckingham4
Estimated H-index: 4
(University of Auckland)
Abstract This is a qualitative investigation into international Master's students' approach to using sources in read-to-write assignments. It investigates three stages of students' engagement with sources: understanding source-use expectations, identifying appropriate sources, and incorporating content from source texts into assignment writing. Data were compiled from text-based interviews with seven Vietnamese students, an assignment, and course-related documentation. The results provide insigh...
Published on Sep 26, 2018
Asli Lidice Gokturk Saglam1
Estimated H-index: 1
(Özyeğin University)
This article reports a mixed-method study that examined the washback effect from a locally-produced, theme-based, high-stakes English language proficiency test in tertiary education in a Turkish EAP context. The aim was to explore the extent to which washback on teaching was induced by an integrated theme-based English proficiency test designed to reflect authentic language use in the tertiary education context in Turkey. The data collection involved classroom observations and focus group interv...
Published on Apr 1, 2018in Reading and Writing1.94
Choo Mui Cheong1
Estimated H-index: 1
(HKU: University of Hong Kong),
Xinhua Zhu1
Estimated H-index: 1
(PolyU: Hong Kong Polytechnic University),
Xian Liao1
Estimated H-index: 1
(HKU: University of Hong Kong)
In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers’ performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to examine the difference between the effects of reading competence and listening competence on integrated writing performance. A total of 152 Secondary ...
Published on Mar 1, 2018in Journal of Second Language Writing4.20
Alister Cumming19
Estimated H-index: 19
(Beijing Foreign Studies University),
Luxin Yang2
Estimated H-index: 2
(Beijing Foreign Studies University)
+ 13 AuthorsChunyan Xu1
Estimated H-index: 1
(JLU: Jilin University)
Abstract We surveyed the practices and abilities of 103 students at 4 universities in China to write from sources in English, documenting in their first and second years of Bachelors’ and Masters’ programs (longitudinally and cross-sectionally): (a) students’ self-reported approaches to writing from sources and instruction that had helped them; (b) the frequency, accuracy, and functions of citations in samples of their course papers; and (c) their abilities to summarize a reading passage under t...
View next paperDifferences in Written Discourse in Independent and Integrated Prototype Tasks for Next Generation TOEFL