Different Paths to Writing Proficiency in a Second Language?

1989 ◽  
pp. 137-153 ◽  
Author(s):  
Robin Scarcella ◽  
Chunok Lee
Keyword(s):  
Second Language ◽  
Writing Proficiency

Assessing the Quality of Online Peer Feedback in L2 Writing

2011 ◽  
pp. 322-338
Author(s):  
Christine Rosalia ◽  
Lorena Llosa
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Writing Center ◽  
Peer Feedback ◽  
Asynchronous Learning ◽  
Writing Proficiency ◽  
Interactive Process ◽  
Asynchronous Learning Environment ◽  
Peer Advisors

This chapter reports on an instrument that was developed to formatively assess the quality of feedback that second language students give to one another in an online, anonymous, asynchronous learning environment. The Online Peer Feedback (OPF) Assessment was originally developed for a peer online writing center in Japan where student peer advisors jointly compose feedback for a client-writer. The OPF Assessment is composed of two rubrics: (1) a rubric that evaluates the initial feedback drafted by a peer advisor, and (2) a rubric that assesses the contribution that individual peer advisors make to the interactive process of constructing the final feedback for their client-writer. The chapter describes the assessment and discusses its potential uses in a variety of contexts as a formative tool to improve the quality of peer feedback and, ultimately, the writing proficiency of both givers and receivers of the feedback.

scholarly journals On the Relationship of Peer-Review Training and Writing Proficiency among Iranian EFL Learners

2012 ◽  
Vol 3 (12) ◽  
pp. 399-403
Author(s):  
Reza Raissi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Peer Review ◽  
Teaching Methods ◽  
Language Teaching ◽  
Control Group ◽  
Educational Systems ◽  
Writing Proficiency ◽  
Quasi Experimental

Nowadays most of the scholars in the field of foreign/second language learning emphasized on the role of peer-reviewing and students’ feedback to each other’s work in writing composition. In many educational systems different educational reformations have been happened and many educational systems in the field of foreign/second language teaching changed the English teaching methods from old language teachings like Audio-lingual Method (ALM) and Grammar Translation Method (GTM) to modern language teaching methods like Task Based Language Teaching (TBLT) and Communicative Language Teaching (CLT). In CLT approach it has been emphasized that students should work with each other in group or pair work and the role of the teacher is as a facilitator or coachin order to push the students to discuss and challenge in the classroom; that walks around the class and gives feedback to the students’ works. In this study researcher used a quasi-experimental research design in which he had two different groups namely experimental and control groups. Students at the experimental group received peer-review writing instruction and feedback while students in the control group did not. Results of the study showed that peer-review of students can increase students’ writing proficiency to a high extent. At the end of the study some pedagogical implications have been suggested by the researcher which can help researchers in this field.

I Think We Should…

2019 ◽  
Vol 1 (2) ◽  
pp. 65-80
Author(s):  
Hengbin Yan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Proficiency ◽  
Lexical Bundles ◽  
Second Language Development ◽  
Native Speech ◽  
Functional Distribution ◽  
Areas Of Interest ◽  
Lexical Bundle

High-frequency recurrent word combinations known as lexical bundles are an essential component in the second language development. However, existing research on second language lexical bundle use has focused on writing proficiency, while oral proficiency has not received adequate attention. This study adopts a corpus-driven approach to the investigation of the speech of second language learners, comparing lexical bundle use across proficiency levels in several areas of interest including frequency, functional distribution and bundle fixedness. Results show that low-proficiency students tend to use significantly more context-dependent bundles than high-proficiency students, but do not differ in overall lexical bundle use. The patterning of lexical bundle use in non-native speech exhibits features that are typical in the register of classroom teaching. Additionally, the frequency and functional distributions of non-native speech share many similarities with those of non-native writing. Implications of the author's findings are discussed in relation to previous studies.

scholarly journals Morphological complexity and rated writing proficiency

2021 ◽  
Author(s):  
Nuria de la Torre García ◽  
María Cecilia Ainciburu ◽  
Kris Buyse
Keyword(s):  
Second Language ◽  
Morphological Diversity ◽  
Syntactic Complexity ◽  
Writing Proficiency ◽  
L2 Acquisition ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Verbal System ◽  
Proficiency Levels ◽  
Morphological Complexity

Abstract Linguistic complexity measures are used to describe second language (L2) performance and assess levels of proficiency and development. Although morphology is considered crucial in L2 acquisition, morphological complexity has been relatively neglected, hindering comprehensive views of grammatical complexity in L2. This article presents an application of a recently proposed metric of morphological diversity, the Morphological Complexity Index (MCI), in an L2 Spanish corpus of 113 essays classified into four proficiency levels by expert evaluators. The aim of the study is to investigate the relationships of MCI with subjectively rated proficiency and with other four quantitative measures of L2 complexity. Results indicate that morphological complexity, as measured by MCI, does not vary significantly across proficiency levels in this corpus. The MCI shows significant correlations with lexical but not with syntactic complexity measures. Findings are interpreted in the light of the characteristics of the corpus and the acquisition of the Spanish verbal system.

In Search of New Benchmarks: Using L2 Lexical Frequency and Contextual Diversity Indices to Assess Second Language Writing

2018 ◽  
Vol 41 (2) ◽  
pp. 280-300 ◽  
Author(s):  
Kátia R Monteiro ◽  
Scott A Crossley ◽  
Kristopher Kyle
Keyword(s):  
Second Language ◽  
Diversity Indices ◽  
L2 Writing ◽  
Writing Proficiency ◽  
Lexical Frequency ◽  
Contextual Diversity ◽  
Language Writing ◽  
L2 Development ◽  
Native Speakers Of English ◽  
Combined Indices

Abstract Lexical items that are encountered more frequently and in varying contexts have important effects on second language (L2) development because frequent and contextually diverse words are learned faster and become more entrenched in a learner’s lexicon (Ellis 2002a, b). Despite evidence that L2 learners are generally exposed to non-native input, most frequency and contextual diversity metrics used in L2 research represent what is produced by native speakers of English. This study develops and tests indices of lexical frequency and contextual diversity based on L2 output. The L2 indices were derived from an L2 English learner adult corpus that contained three sub-corpora based on language levels (i.e. low, medium, and high). These indices were used to predict human scores of 480 independent essays from the Test of English as a Foreign Language (TOEFL). First language (L1) indices reported by the Tool for the Automatic Analysis of Lexical Sophistication (TAALES) were also calculated. Three regression analyses were run to predict human scores using L2 indices, L1 indices, and combined indices. The results suggested that the L2 model explained a greater amount of variance in the writing scores and that the L2 model was statistically superior to the L1 model. The findings also suggested that contextual diversity indices are better predictors of writing proficiency than lexical frequency for both the L2 and the L1 models. Finally, an index from the lower level learner sub-corpus was found to be the strongest predictor. The findings have important implications for the analysis of L2 writing in that the L2 benchmarks are more predictive than the L1 benchmarks. These findings could extend human and machine scoring approaches as well as help explain L2 writing quality.

SECOND LANGUAGE DEVELOPMENT IN WRITING: MEASURES OF FLUENCY, ACCURACY, AND COMPLEXITY. Kate Wolfe-Quintero, Shunji Inagaki, and Hae-Young Kim. Honolulu: University of Hawai‘i Press, 1998. Pp. viii + 187. $20.00 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 423-425 ◽  
Author(s):  
Charlene G. Polio
Keyword(s):  
Second Language ◽  
Language Development ◽  
Standardized Tests ◽  
Quantitative Research ◽  
Writing Development ◽  
Writing Proficiency ◽  
Language Programs ◽  
Second Language Development ◽  
Technical Report ◽  
University Of Hawai'i

Second language development in writing: Measures of fluency, accuracy, and complexity is a technical report that reviews 39 studies examining measures of writing development. It is a comprehensive, lucid, and carefully researched piece of work analyzing an untidy body of literature. This volume is essential reading for anyone doing quantitative research in L2 writing. The studies included in this review are those that have attempted to correlate potential linguistic measures of writing development with writing proficiency, not simply studies that have used the various measures as dependent variables to examine the effects of some instructional treatment. Complicating the picture is the fact that indicators of writing proficiency are varied, as is the case with indicators of oral proficiency (Thomas, 1994). Each of these indicators, including standardized tests, levels in various language programs, and holistic measures, has its own set of problems. For example, of the 16 studies using holistic scales, only half reported interrater or intrarater reliability.

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