scholarly journals Utilizing an Automated Tool Analysis to Evaluate EFL Students’ Writing Performance

2020 ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Performance ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Electronic Assessment ◽  
English Major ◽  
Written Form

Abstract Recently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing for several purposes. One of those purposes is to evaluate EFL writing ability by using electronic assessment tools in language teaching or rhetorical studies. In this study, an automated writing evaluation tool (Coh-Metrix version 3.0) was used to indicate English-major students’ writing performance based on the six discourse components of the texts and to determine the associations between those six results of Coh-Metrix analyses. The 80 EFL texts produced for each scheme of writing tasks on two different topics were collected. The corpus analyses gathered from Coh-Metrix identify linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in a hand written form in class and resubmitted their essays in digital forms with corrections made. The results showed that these writers demonstrated linguistic flexibility across writing prompts that they produced. The analyses also indicated that the length of the texts, the word concreteness and the uses of the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using the Coh-Metrix to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

scholarly journals Utilizing an Automated Tool Analysis to Evaluate EFL Students’ Writing Performances

2020 ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Assignments ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Automated Writing Evaluation ◽  
Electronic Assessment ◽  
English Major

Abstract Recently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing research for several purposes. One of those purposes is to evaluate English as a Foreign Language (EFL) writing ability by using electronic assessment tools. In the current study, an automated writing evaluation tool (Coh-Metrix) was used to indicate English-major students’ writing performances based on the discourse components of the texts. The English texts generated for each writing task on two different topics were collected. The corpus analyses gathered from Coh-Metrix identified linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in hand-written essays in class and resubmitted their essays in digital forms with corrections made. The results showed that these students demonstrated linguistic flexibility across writing assignments that they produced. The analyses also indicated that the length of the texts and the uses of the word concreteness, and the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using an automated text analysis to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

scholarly journals Utilizing an automated tool analysis to evaluate EFL students’ writing performances

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Anongnad Petchprasert
Keyword(s):  
Undergraduate Students ◽  
Assessment Tools ◽  
Evaluation Tool ◽  
Writing Assignments ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Automated Writing Evaluation ◽  
Electronic Assessment ◽  
English Major

AbstractRecently, the integration of linguistics and technology has been promoted and widely used in the field of linguistics and English writing research for several purposes. One of those purposes is to evaluate English as a Foreign Language (EFL) writing ability by using electronic assessment tools. In the current study, an automated writing evaluation tool (Coh-Metrix) was used to indicate English-major students’ writing performances based on the discourse components of the texts. The English texts generated for each writing task on two different topics were collected. The corpus analyses gathered from Coh-Metrix identified linguistic and discourse features that were interpreted to determine the 40 EFL undergraduate students’ English writing abilities. The students wrote and revised their essays in hand-written essays in class and resubmitted their essays in digital forms with corrections made. The results showed that these students demonstrated linguistic flexibility across writing assignments that they produced. The analyses also indicated that the length of the texts and the uses of the word concreteness, and the referential and deep cohesion had impacts on the students’ writing performances across the writing tasks. Besides, the findings suggest practical value in using an automated text analysis to support teachers’ instructional decisions that could help to identify improvement of students’ writing skill.

scholarly journals UTILIZING BLOG IN ELT WRITING TO NON-ENGLISH MAJOR UNDERGRADUATE STUDENTS OF WIRALODRA UNIVERSITY

2019 ◽  
Vol 3 (2) ◽  
pp. 314-328
Author(s):  
Natalia Anggrarini ◽  
Atikah Wati
Keyword(s):  
Undergraduate Students ◽  
Time Allocation ◽  
First Grade ◽  
Writing Ability ◽  
English Writing ◽  
English Major ◽  
Evolutionary Level ◽  
Information And Communication ◽  
Meaningful Interaction ◽  
Writing Activity

Revolutionary Industry 4.0 demands the advanced of technology supports not only in evolutionary level of information and communication, but also in education. Seeking to promote interest of English in higher level of education, this study aims to find out students’ experiences in utilizing Blog to learn English especially writing activity. some  researchers have About 15 of Non-English first-grade undergraduate students focusing on Mathematics Education Department will participate in this study. By conducting qualitative research method, questionnaires to 15 students are given to gain the data. The data from questionnaires then be interpreted for the experiences in utilizing blog in English writing activity. The result reveals that blog gave the students a place to share their ideas, exchange ideas, and improve their English as well as their writing ability. Utilizing blog in writing activity also gave them more knowledge about ICT especially in bloging. The findings also lead to some points for the teacher to consider before they utilize blog in writing activity. First, it is about time allocation and second is about involvement of larger number of students. The finding also suggest the teacher to provide longer time in doing blog project and big class is needed to have more meaningful interaction in the blog itself.

scholarly journals Chinese Students’ Ambivalent Perceptions of Grammar Correction in L2 Writing

2015 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Xu Shao ◽  
Jingyu Zhang
Keyword(s):  
Chinese Students ◽  
L2 Writing ◽  
Grammar Instruction ◽  
Writing Classes ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Grammar Correction ◽  
English Major ◽  
The One

<p><em>The efficacy of Grammar Correction (GC) in second language (L2) writing classes has been the subject of much controversy and the field seems to take Ferris’ (1999) generalization that students believe in GC and want to receive it for granted. To test Ferris’ generalization, this study examines Chinese students’ perceptions of GC in their English writing. The results of a questionnaire administered to six groups of three proficiency levels of university students majoring in or not in English show ambivalent perceptions towards GC. On the one hand, all learners believe GC has obvious effects and can improve their accuracy in L2 writing. On the other hand, they all agree that GC is not enough for improving learners’ writing ability and that the time spent on GC should be allocated on training other writing abilities. All groups of participants gave a negative to uncertain answer to GC, though different perception patterns figure in whether or not majoring in English: English-major groups’ mean expectation scores of GC increase while those of non-English-major groups decrease in keeping with their English levels. These results provide strong evidence for Truscott’s (1996) view that GC should be abandoned. We believe that the different perceptions of GC shown by English and non-English major students stem from the fact that the former receives a more systematic grammar instruction than the latter. The ambivalent perceptions of GC originate in the fact that grammar accuracy occupies an important proportion in various writing evaluation systems.</em></p>

scholarly journals Form-Focused Instruction on Non-English-Majored Undergraduates’ Foreign Language Writing

2018 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Yougen Lou
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Plant Protection ◽  
Control Group ◽  
First Year ◽  
Writing Ability ◽  
English Writing ◽  
Term Experiment ◽  
Language Writing

This paper reviewed a one-term experiment on form-focused instruction (FFI) in teaching foreign (English) writing to 162 first-year non-English-majored undergraduate students majored history, economics, computer, agriculture, plant protection, floriculture and veterinary from Yangtze University as participants. Participants in this study consisted of 81 non-English-majored undergraduate students in the control group (CG) and 81 non-English-majored undergraduate students in the treatment group (TG). The participants in CG were taught by the traditional method: grammar-translation teaching method and the participants in TG were taught by the new teaching method of FFI. The results showed that 1) compared with a teacher-dominated approach for CG, FFI in teaching English writing for TG did a better job in enhancing students’ English writing ability; 2) participates in TG hold positive opinions towards FFI in English writing..

scholarly journals An Empirical Study on Teacher-Student Collaborative Assessment in College English Writing Teaching

2020 ◽  
Vol 9 (2) ◽  
pp. 116
Author(s):  
Zhinan Wang
Keyword(s):  
Empirical Study ◽  
Writing Assessment ◽  
Assessment Method ◽  
Writing Performance ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Collaborative Assessment ◽  
Teacher Student ◽  
Experimental Teaching

This study proves that the application of Teacher-student Collaborative Assessment in college English writing teaching is feasible and effective. As can be seen from the results of the experimental teaching, Teacher-student Collaborative Assessment, which is a new writing assessment method, has a significant impact on the improvement of students’ writing performance and writing ability.

scholarly journals Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

2019 ◽  
Vol 12 (9) ◽  
pp. 76
Author(s):  
Sirikarn Kuyyogsuy
Keyword(s):  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Peer Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
L2 Writing ◽  
Writing Ability ◽  
English Writing ◽  
Writing Class ◽  
Post Test

The study aimed at investigating the effects of peer feedback on students’ English writing ability in L2 writing class. A mixed-methods research, an embedded experimental design was employed, making use of a writing pretest and post-test and self-written reflection in the experiment. Data were quantitatively analyzed through a dependent simple t-test, and content was thematically analyzed for qualitative data. The participants were 21 undergraduate students majoring in English in the three southernmost border provinces of Thailand. The findings revealed that from the mean scores of the pretest and post-test, the students had made significant progress in their writing ability. Additionally, the effect size was calculated at 1.97, which means that its magnitude was “large”. Moreover, students reflected that peer feedback was a worthwhile experience for social interaction, and provided them with perceiving the writing process, developing affective strategies, supporting critical thinking skills, and developing socially and intellectually by means of working collaboratively. In addition, it helped them practice to become more autonomous learners. As a result, peer feedback should be implemented in L2 writing classes.

scholarly journals Study of Writing Problem in College General English Course—Reflection on the Reform of College English Course

2017 ◽  
Vol 8 (1) ◽  
pp. 176 ◽  
Author(s):  
Shujuan Wang ◽  
Yue Zhang
Keyword(s):  
Writing Skills ◽  
Department Of Education ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Self Evaluation ◽  
The Core ◽  
Core Content ◽  
English Major ◽  
Development Of Students

Since the end of 2014, many well-known universities in China have launched an another English course reform under the guidance of College English Teaching promulgated by the Department of Education. They reform general English course into Special English course in order to improve students’ English writing capacity. We can see that the improvement and development of students’ English writing skills and ability have become the core content in this English course reform. This study examines the problem of non-English major students’ English writing in General English course based on the systemic functional linguistics and gives some suggestions. A variety of factors that influence English writing are found, such as the attitude toward English writing, the learning approach and strategy, the number of vocabulary, the integrity of sentence, the coherence of discourse and the  transfer of native language. These factors interact to influence the development of students’ English writing ability. Some findings are different from the researches of predecessors. In addition, the survey about English writing sources and self-evaluation are helpful to analyze the problems. This study highlights the influence of discourse and suggests to pay more attention to cultivate students’ discourse awareness.

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