Independent vs. Integrated Writing Tasks: A Comparison of Task Representation

Published on Mar 1, 2010in TESOL Quarterly2.718
· DOI :10.5054/tq.2010.215251
Lia Plakans11
Estimated H-index: 11
(UI: University of Iowa)
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#1Tamanna Mostafa (GSU: Georgia State University)
#2Scott A. Crossley (GSU: Georgia State University)H-Index: 29
Abstract The purpose of the study is to investigate whether verb argument construction (VAC) based indices of syntactic complexity significantly vary in different second language (L2) writing tasks and whether such complexity measures vary in their relationship to writing quality. The present study used data from three different L2 writing tasks: descriptive, independent, and integrated. Descriptive essays (N = 70) were taken from the Michigan State University corpus ( Connor-Linton & Polio, 201...
#1Stefan KellerH-Index: 1
#2Johanna Fleckenstein (Leibniz Association)H-Index: 5
Last. André A. Rupp (Educational Testing Service)H-Index: 2
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Abstract This study investigates English writing skills of learners two years and one year before their baccalaureate exam in upper secondary schools (academic track, Gymnasium) in Germany and Switzerland. It focuses on level and development of EFL writing as well as differences between groups (country, gender, language background). A sample of n = 2847 students worked in a repeated measurement study on two different writing tasks from the Test of English as a Foreign Language (TOEFL iBT). Resul...
#1Johanna Fleckenstein (Leibniz Association)H-Index: 5
#2Stefan Keller (University of Applied Sciences and Arts Northwestern Switzerland FHNW)H-Index: 1
Last. Olaf Köller (Leibniz Association)H-Index: 44
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Abstract English writing is a key competence for higher education success. However, research on the assessment of writing skills in English as a foreign language in European upper secondary education (i.e. beyond year 9) remains scarce. The Common European Framework of Reference (CEFR) describes language proficiency on a scale of six ascending levels (A1-C2). For writing skills at the end of secondary education in Europe, the common standard is vantage level B2. In this study, experts from Germa...
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#1Ifigeneia Machili (UoM: University of Macedonia)
#2Iris Papadopoulou (UoM: University of Macedonia)H-Index: 2
Last. Zoe Kantaridou (UoM: University of Macedonia)H-Index: 3
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Abstract Integrated writing and strategy instruction (SI) in the English for Academic Purposes (EAP) context have increasingly drawn much research interest in recent years for their strong pedagogical and assessment value. The role of video in integrated writing has also been widely acknowledged for pedagogical and theoretical reasons. However, research on the use of video in integrated writing tasks especially in the EAP context still remains scarce. To address this gap, this paper examines the...
#1Hiroyuki Yamanishi (Chu-Dai: Chuo University)
#2Masumi Ono (Keio: Keio University)H-Index: 2
Last. Yuko Hijikata (University of Tsukuba)H-Index: 1
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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...
Produktive Sprachkompetenzen im Fach Englisch sind bislang in Deutschland nur wenig untersucht worden. Daher wurden in der vorliegenden Untersuchung mit zwei Messzeitpunkten Kompetenzen im argumentativen und sachorientierten Schreiben von N = 838 Schulerinnen und Schulern in der 11. Jahrgangsstufe des achtjahrigen Gymnasiums untersucht. Zusatzlich wurden rezeptive Kompetenzen (Horen und Lesen) berucksichtigt. Mit Blick auf die Ziele der gymnasialen Oberstufe (Erreichen des Niveaus B2 des Gemeins...
#1Baraa Khuder (Birkbeck, University of London)
#2Nigel Harwood (University of Sheffield)H-Index: 17
This mixed-methods study investigates writers’ task representation and the factors affecting it in test-like and non-test-like conditions. Five advanced-level L2 writers wrote two argumentative ess...
#1Maryam Homayounzadeh (Shiraz University)
#2Mahboobeh Saadat (Shiraz University)H-Index: 2
Last. Alireza Ahmadi (Shiraz University)H-Index: 5
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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...
#1Zsuzsanna I. Abrams (UCSC: University of California, Santa Cruz)H-Index: 8
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 ...
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