Effects of raters, scoring rubric, and tasks on English writing assessment for Korean high school students

2021 ◽  
Vol 26 (1) ◽  
pp. 57-83
Author(s):  
Hunwoo Joo
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Assessment ◽  
School Students ◽  
English Writing ◽  
Scoring Rubric

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.

scholarly journals The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

2021 ◽  
Vol 4 (1) ◽  
pp. 403-411
Author(s):  
Tungga Pramudya Utama ◽  
Sumardi Sumardi ◽  
Slamet Supriyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Writing Skills ◽  
Learning Model ◽  
Teaching English ◽  
School Students ◽  
English Writing

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

scholarly journals Facebook Utilisation to Enhance English Writing Skill

2019 ◽  
Vol 12 (8) ◽  
pp. 37
Author(s):  
. Sabaruddin
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Practice ◽  
School Context ◽  
Teaching Writing ◽  
School Students ◽  
Writing Ability ◽  
English Writing ◽  
Writing Skill ◽  
Secondary High School

This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context. The result of this research is hopefully beneficial to overcome English writing difficulties of secondary high school students in Indonesia. The discussion informs that Facebook utilisation in teaching writing improves learners motivation to write in English, increases grammar mastery of the students, and provides abundant learning materials for the learners to develop their English writing ability. The result of this study will be useful as a reference for English teachers to adjust Facebook use into their teaching practice in order to help students in improving their English writing skill.

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