Automatic quantitative assessment of English writing proficiency based on multi feature fusion

2023 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Fengtian Xu
Keyword(s):  
Quantitative Assessment ◽  
Feature Fusion ◽  
Writing Proficiency ◽  
English Writing

Discipline specificity and students’ English writing proficiency: A case of collaborative teaching for transfer

TESOL Journal ◽  
2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Somayeh Biparva Haghighi ◽  
Zohreh G. Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Collaborative Teaching ◽  
Writing Proficiency ◽  
English Writing

scholarly journals A Study on the Relationship between University Students’ Chinese Writing Proficiency and Their English Writing Proficiency

2011 ◽  
Vol 4 (2) ◽  
pp. 55 ◽  
Author(s):  
Xiaoyu Huang ◽  
Xueying Liang ◽  
Effie Dracopoulos
Keyword(s):  
University Students ◽  
Mother Tongue ◽  
Pearson Correlation ◽  
Positive Transfer ◽  
First Year ◽  
Writing Proficiency ◽  
Significance Level ◽  
English Writing ◽  
Language Writing ◽  
Chinese Writing

Up to now, most researchers have been paying attention to the negative transfer of mother tongue to second language writing. Few studies, if any, have touched upon the positive transfer. Therefore, the purpose of this study is to investigate the positive transfer of Chinese to 26 first-year university students’ English writing holistically and segmentally in the use of words, grammar, coherence, and content and organization. The result of the Pearson correlation coefficient turned out to be 0.43 at the 5% significance level, indicating a positive relationship between the Chinese writing and the English writing. The questionnaires have also confirmed the result of the correlation analysis. In particular, the positive transfer of Chinese seems to be more apparent in the content and organization of the English writing, followed by coherence and use of words. Thus, it can be concluded that the positive transfer of mother tongue can facilitate English writing.

scholarly journals A Study on Critical Thinking Assessment System of College English Writing

2015 ◽  
Vol 8 (11) ◽  
pp. 176 ◽  
Author(s):  
Tian Dong ◽  
Lu Yue
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment System ◽  
Writing Proficiency ◽  
College English ◽  
English Writing ◽  
Independent Variables ◽  
Writing Competence

<p>This research attempts to discuss the validity of introducing the evaluation of students’ critical thinking skills (CTS) into the assessment system of college English writing through an empirical study. In this paper, 30 College English Test Band 4 (CET-4) writing samples were collected and analyzed. Students’ CTS and the final scores of collected writing samples were respectively regarded as two independent variables to make a correlation analysis through Pearson Correlation of SPSS17.0 software. In addition, Excel was also used as an instrument to analyze the research results. The findings suggest that the two variables are significantly and positively correlated with each other, that is, students’ CTS greatly influence their English writing proficiency. Thus, it is quite necessary to cultivate students’ CTS to improve their English writing competence.<strong> </strong></p>

scholarly journals Error Analysis in the Written Compositions of EFL Students: A Classroom Study

2020 ◽  
Vol 10 (2) ◽  
pp. 357
Author(s):  
Anjum Chaudhary ◽  
Sahar Al Zahrani
Keyword(s):  
Error Analysis ◽  
Writing Proficiency ◽  
English Writing ◽  
Word Level ◽  
Efl Students ◽  
Classroom Study ◽  
Written Compositions

The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students&rsquo; writing proficiency.

scholarly journals PORTFOLIO ASSESSMENT: BENEFITS FOR STUDENTS AT DIFFERENT WRITING PROFICIENCY LEVEL

2021 ◽  
Vol 20 (2) ◽  
pp. 243-256
Author(s):  
Ineng Listiana ◽  
Fazri Nur Yusuf ◽  
Suci Madiarti Isman
Keyword(s):  
Junior High School ◽  
Qualitative Method ◽  
Portfolio Assessment ◽  
Writing Proficiency ◽  
Writing Improvement ◽  
English Writing ◽  
Low Level ◽  
Proficiency Level ◽  
Content Organization ◽  
Observation Instruments

This research discusses the effects of portfolio assessment on students’ improvement in English writing which are related to their writing proficiency levels, the problems encountered by them in each writing proficiency level, and the solution can be implemented regarding the problems found in the research. The research’s subject was Grade VIII which consisted of two classes. The method applied was qualitative method by using test, documentation, and observation  instruments to gather the data. All the scores of the tests are arranged in tables based on Wang and Liao’s criteria (2008) and are presented in bar chart. The results show that every level of writing proficiency has different percentage of improvement, and the low level students have the least improvement; they produced less sentences. The research also found that every level of writing proficiency had problems which were mainly in content, organization, conventions, and vocabulary, while the low level proficiency had another problem in gaining confidence to produce sentences. Beside that, the students did better in using present tense than past tense, and to improve their writing, it was proven that detailed correction and feedback were effective for the improvement.Thus, it is suggested that teacher should give different portion of attention related to correction and feedback, and the most portion should be given to the low level students of writing proficiency as they have the least improvement. Teacher should also give detailed correction and feedback as well to students to make better improvement. The research suggests that portfolio assessment program can be carried out integratedly in English lesson in every semester for all grades of Junior High School since it was proven good for students’ writing improvement.

scholarly journals Developmental Features of Lexical Richness in English Writings by Chinese L3 Beginner Learners

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuelan Li ◽  
Huiping Zhang
Keyword(s):  
Secondary Students ◽  
Writing Proficiency ◽  
Cross Sectional ◽  
Lexical Diversity ◽  
Third Language ◽  
English Writing ◽  
Lexical Richness ◽  
Three Stages ◽  
Lexical Density ◽  
Developmental Features

Lexical richness is considered as one of the most efficient methods for assessing writing proficiency and development. However, the developmental features of lexical richness in L3 writing remain relatively poorly understood compared with that of L2 writings. This study reports a cross-sectional corpus-based study that aims to explore the developmental features of lexical richness in L3 writings by Chinese beginner learners of English from the perspective of the dynamic usage-based approach. Specifically, this study compares samples of English writing by Chinese L3 secondary students (grades 7–12) aged 13–18 across three learning stages in terms of lexical sophistication, lexical diversity and lexical density. The writing samples were collected from the Writing Corpus of Chinese Ethnic Minority Beginner Learners as the Third Language (WCCMBL), and the sample sizes of the three stages remained almost the same. The results revealed that lexical richness was generally low in L3 beginner learners' writing. Specifically, L3 beginner learners used fewer diverse words and lexical words, but used numerous high-frequency words in their writing. Additionally, lexical sophistication and lexical density yielded positive growth across the three learning stages, whereas lexical diversity developed non-linearly. These findings reveal a dynamic development of lexical richness in L3 writings, with each of the three measures developing unevenly. Drawing upon these findings, several suggestions for L3 vocabulary teaching are also proposed.

scholarly journals Social Media Exposure and English Writing Proficiency of Grade 11 Students in a Philippine Public High School

2021 ◽  
Vol 20 ◽  
pp. 212-232
Author(s):  
Esterline Nograles Esman ◽  
Dennis V. Madrigal ◽  
Chona G. Mascuňana
Keyword(s):  
High School ◽  
Social Media ◽  
Media Exposure ◽  
Language Education ◽  
Public High School ◽  
Writing Proficiency ◽  
Design Data ◽  
English Writing ◽  
Demographic Profiles ◽  
Grade 11

Social media has become a vital part of people's daily communication activities in all walks of life and had globalized its use, especially to learners. Learners' propensity to social media has come to increasing involvement in the internet cafes. Since its medium of instruction is mainly English, it influences learners' English communication skills, especially in writing. The paper examined the relationship between the extent of exposure to social media and the English writing proficiency of Grade 11 students in a Philippine public senior high school. Using the descriptive research design, data were collected using the self-administered survey questionnaire and analyzed using descriptive and inferential statistics. The results reveal that the respondents demonstrated an average extent of exposure to social media when grouped according to their demographic profiles and an internet connection and were average in their English writing proficiency level. The results also established a slight positive significant relationship between exposure to social media and English writing proficiency. Generally, the paper validates how social media exposure influences English writing proficiency as intervened by the academic language education.

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