The Consistency Between Human Raters and an Automated Essay Scoring System in Grading High School Students' English Writing

2012 ◽  
Vol 34 (4) ◽  
pp. 328-335
Author(s):  
Min-hsiu Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Scoring System ◽  
School Students ◽  
Automated Essay Scoring ◽  
English Writing ◽  
Essay Scoring

scholarly journals Essay-BR: a Brazilian Corpus of Essays

2021 ◽  
Author(s):  
Jeziel C. Marinho ◽  
Rafael T. Anchiêta ◽  
Raimundo S. Moura
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Technology ◽  
Computational Models ◽  
School Students ◽  
Online Platform ◽  
Essay Scoring ◽  
Large Corpus

Automatic Essay Scoring (AES) is the computer technology that evaluates and scores the written essays, aiming to provide computational models to grade essays automatically or with minimal human involvement. While there are several AES studies in a variety of languages, few of them are focused on the Portuguese language. The main reason is the lack of a corpus with manually graded essays. We create a large corpus with several essays written by Brazilian high school students on an online platform in order to bridge this gap. All of the essays are argumentative and were scored across five competences by experts. Moreover, we conducted an experiment on the created corpus and showed challenges posed by the Portuguese language. Our corpus is publicly available at https://github.com/rafaelanchieta/essay.

scholarly journals 自己評価と他己評価は高校生の英作文学習不安にどんな影響を与えるのか? How Do Self and Peer Assessment Affect High School Students’ Writing Anxiety?

2021 ◽  
Vol 45 (6) ◽  
pp. 25
Author(s):  
Yoko Oi
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Student Assessment ◽  
School Students ◽  
Self Assessment ◽  
Writing Anxiety ◽  
English Writing ◽  
Before And After ◽  
Language Writing

本研究は、自己評価や他己評価による英作文学習不安に対する影響とthe Second Language Writing Anxiety Inventory (Cheng, 2004)の妥当性を探るのが目的である。分析方法は、293人の日本の高校生を対象に自己評価と他己評価の２グループに分けた後、10日間の間に、5回の英作文作成と生徒評価活動（自己評価か他己評価）を集中的に行った。それぞれの生徒評価活動前後に、高校生の英作文学習不安の因子構造変化のグループ比較を、探索的因子分析を使って行った。結果は、事前の因子構造は自己評価グループと他己評価グループは同様だが、実験後は違いが見られた。しかし、主要因子は、実験前後ともに認知的不安による英作文への回避意識であることは変わりがなかった。本研究が英作文授業の活性化につながる事を示唆したい。 This study examined the effects of self-assessment vs. peer assessment on Japanese high school students’ writing anxiety and the validity of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). After assignment to either the self-assessment or peer-assessment condition, two groups of Japanese high school students (N=293) participated in a series of five writing and student-assessment sessions over a period of 10 days. An exploratory factor analysis was then conducted on SLWAI data collected before and after these sessions to compare the effects of the writing practice and student assessment type on the factor structure of the two groups’ writing anxiety. The results showed post-treatment factor structure differences that had not been present initially. Nevertheless, the main factor both before and after the treatment sessions was English writing avoidance due to cognitive anxiety. These findings suggest the importance of dealing with learner anxiety to improve English writing instruction.

scholarly journals Influence of Native Language Transfer on Senior High School English Writing

2021 ◽  
Vol 11 (2) ◽  
pp. 170
Author(s):  
Yuhang Yuan
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Native Language ◽  
Mother Tongue ◽  
Senior High School ◽  
Language Transfer ◽  
School Students ◽  
Quantitative Research Methods ◽  
English Writing

English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has a significant influence on students’ English writing level. It is helpful for students to improve their second language writing ability by adopting comprehensible input and other teaching methods related to mother tongue transfer.

scholarly journals Linguistic complexity in high-school students’ EFL writing

ExELL ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 122-146
Author(s):  
Amer Delić ◽  
Alma Jahić Jašić
Keyword(s):  
High School ◽  
High School Students ◽  
Syntactic Complexity ◽  
School Students ◽  
Linguistic Complexity ◽  
Web Based ◽  
Efl Writing ◽  
English Writing ◽  
Semantic Complexity ◽  
The Web

Abstract This study examined the syntactic and semantic complexity of L2 English writing in a Bosnian-Herzegovinian high school. Forty texts written by individual students, ten per grade, were quantitatively analyzed by applying methods established in previous research. The syntactic portion of the analysis, based on the t-unit analysis introduced by Hunt (1965), was done using the Web-based L2 Syntactic Complexity Analyzer (Lu, 2010), while the semantic portion, largely based on the theory laid out in systemic functional linguistics (Halliday & Matthiessen, 2014), was done using the Web-based Lexical Complexity Analyzer (Ai & Lu, 2010) as well as manual identification of grammatical metaphors. The statistical analysis included tests of variance, correlation, and effect size. It was found that the syntactic and semantic complexity of writing increases in later grades; however, this increase is not consistent across all grades.

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