The Cultivation of Chinese Learners’ English Writing Competency through Learning-oriented Assessment

2020 ◽  
Vol 10 (10) ◽  
pp. 1227
Author(s):  
Xin Yang
Keyword(s):  
Metacognitive Strategies ◽  
Assessment Model ◽  
Writing Classroom ◽  
English Writing ◽  
Chinese University ◽  
Significant Difference ◽  
Writing Competency ◽  
Chinese Learners ◽  
Linguistic Ability ◽  
Cognitive And Metacognitive Strategies

This study is to empirically investigate the effect of the learning-oriented assessment on Chinese learners’ development of English writing competency. This experiment was implemented in the writing classroom among 74 English majors from a local Chinese university within one term, and the findings from the analysis of 68 pairs of qualified essays indicate a significant difference between the scores in the pretest and the posttest. Based on the fact that the participants displayed a better performance on the lexical and syntactic level in the posttest, it can be inferred that the participants have shown a tendency of being better at exerting their linguistic ability together with their topic knowledge, cognitive and metacognitive strategies to achieve the communicative goal through the learning-oriented assessment model.

scholarly journals Metacognitive Awareness of Undergraduate Students in Relation to their Academic Achievement

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Dr. Neena Sawhney ◽  
Dr. Sneh Bansal
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Processes ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Learning Path ◽  
Significant Difference ◽  
Metacognitive Awareness Inventory ◽  
The Relationship ◽  
Cognitive And Metacognitive Strategies

Metacognition is an individual’s knowledge of their own cognitive processes and their ability to control these processes by organizing, monitoring and modifying them as a function of learning. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning. These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Learning cognitive and metacognitive strategies offers students the tools to “drive their brains.” Being metacognitive can be likened to being more conscious, reflective, and aware of one’s progress along the learning path. The present study was undertaken to find out the relationship between metacognitive awareness and academic achievement of undergraduate students. The sample of the study comprised of 100 undergraduate students from various colleges of Chandigarh. Metacognitive Awareness Inventory (MAI) by Schraw & Dennison (1994) was used to measure the metacognitive awareness. The findings revealed a significant difference in academic achievement of undergraduate students with high and low scores in metacognitive awareness.

scholarly journals Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning

2020 ◽  
Vol 56 (2) ◽  
pp. 339-363
Author(s):  
Qianying Zhao ◽  
Jingyang Jiang
Keyword(s):  
Probability Distributions ◽  
Specific Property ◽  
Distribution Functions ◽  
Target Language ◽  
Native Languages ◽  
Language Competence ◽  
English Writing ◽  
Chinese Learners ◽  
L2 Learning ◽  
New Perspective

AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.

Validation of the Mandarin Version of the Vocabulary Size Test

RELC Journal ◽  
2016 ◽  
Vol 49 (3) ◽  
pp. 308-321 ◽  
Author(s):  
Ping Zhao ◽  
Xiaoli Ji
Keyword(s):  
Construct Validity ◽  
Classical Test Theory ◽  
Test Theory ◽  
Vocabulary Size ◽  
Loan Words ◽  
Proficiency Levels ◽  
Chinese University ◽  
Chinese Learners ◽  
High Level ◽  
One Way Anova

This article provides preliminary validity evidence for the shorter Mandarin version of the Vocabulary Size Test (VST) under the content aspect, technical quality, substantive and generalizability aspect of Messick’s (1995) construct validity framework. The shorter version with 177 Chinese university students in three proficiency levels indicates that the test enjoys a high level of validity both from the perspective of classical test theory and item response theory. A one-way ANOVA and detailed statistics of Rasch analyses demonstrate that the test could effectively distinguish learners from different proficiency levels. The first eight levels of the VST generally display an ascending difficulty continuum except that some loan words in the seventh and the eighth level prove to be problematic in assessing Chinese learners’ vocabulary size accurately. The generalizability aspect of construct validity is demonstrated in that there is no item bias for learners of the same proficiency group in terms of gender. Compared with the results of other studies either on monolingual or bilingual version, this research attempts to justify the appropriateness of the Mandarin version and calls for cautious applications of the test instrument on Chinese learners.

scholarly journals Organizational Development Towards Excellent Management

2018 ◽  
pp. 254-257
Keyword(s):  
Regression Analysis ◽  
Standard Deviation ◽  
Organizational Development ◽  
Assessment Model ◽  
Survey Method ◽  
Significant Difference ◽  
Before And After ◽  
Level Of Knowledge ◽  
And Behavior ◽  
Percentage Standard Deviation

This study will use the Kirkpatrick Assessment Model to assess the School Excellence program through Organization Development (PrOD). This model involves evaluation of reactions, learning (knowledge, skills and attitude), behavior and outcomes, but this study only assesses knowledge and behavior . This study uses survey method by involving 120 respondents of the study chosen by group sampling. The instrument is a questionnaire that has Cronbach Alpha value between 0.930-0.984. The data were analyzed using mean score, percentage, standard deviation and regression. Analysis findings show that there is a significant difference between the level of knowledge and behavior before and after the PrOD. Overall, this study recommends PrOD to be continued, but it is necessary to improve in the formulation of PrOD syllabus so that school leaders can improve the behavior change in meaningful and meaningful implementation of the PrOD.

scholarly journals Reliability and validity of the Observation Scale of Cognitive and Metacognitive Strategies (EOECM) for evaluation of Metacognition and attention in preschool

psicogente ◽  
2016 ◽  
Vol 19 (35) ◽  
pp. 98-109
Author(s):  
Amanda Miguel Iguarán Jiménez ◽  
Claudina Esther Anaya García ◽  
Carmelina Paba Barbosa ◽  
Kelly Obispo Salazar
Keyword(s):  
Reliability And Validity ◽  
Metacognitive Strategies ◽  
Observation Scale ◽  
Cognitive And Metacognitive Strategies

The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study

2020 ◽  
pp. 136216882090334
Author(s):  
Yongbin Zhao ◽  
Rod Ellis
Keyword(s):  
University Students ◽  
Procedural Knowledge ◽  
Corrective Feedback ◽  
Control Group ◽  
Classroom Context ◽  
Elicited Imitation ◽  
Chinese University ◽  
Chinese Learners ◽  
Chinese University Students ◽  
Implicit And Explicit

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context.

Force Variability as an Objective Measure of Surgical Skill

2015 ◽  
Vol 74 (6) ◽  
Author(s):  
Siti Nor Zawani Ahmmad ◽  
Chew Zhen San ◽  
Eileen Su Lee Ming ◽  
Yeong Che Fai
Keyword(s):  
Objective Measure ◽  
Assessment Model ◽  
Force Variability ◽  
Surgical Skill ◽  
Control Task ◽  
Force Matching ◽  
Significant Difference ◽  
Target Force ◽  
The Mean ◽  
Different Levels

This study investigated the force variability of subjects with different level of surgical skills for different force levels. Twelve participants were recruited from three different levels of surgical experiences: A group of surgeon (N = 4), medical student (N = 3) and engineering student  (N = 5) underwent a simple finger force control task using a custom developed ‘Force Matching’ module.  Three different levels of target force were used: 2 N, 4 N, and 6 N. The task was performed simultaneously using right and left hands. The mean error of force was measured to compare the performance between the three group using Kruskal-Wallis test. A statistically significant difference was detected among the three groups at 2 N when using right hand. We also found that the surgeon group made less error compared to the two other groups at force level 4 N and 6 N for both hands. This finding has important implication for developing a parametric assessment model to evaluate basic skill level in surgical procedures. However, for most accurate result, a big sample size of subject is required.

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