The Impact of Rater Experience and Essay Quality on the Variability of EFL Writing Scores

2019 ◽  
pp. 32-46 ◽  
Author(s):  
Özgür Şahan
Keyword(s):  
Efl Writing ◽  
Essay Quality ◽  
The Impact ◽  
Writing Scores

scholarly journals The Impact of Assessment Training on EFL Writing Classroom Assessment: Voices of Mexican University Teachers

2021 ◽  
Vol 23 (1) ◽  
pp. 107-124
Author(s):  
Elsa Fernanda González
Keyword(s):  
Writing Assessment ◽  
Classroom Assessment ◽  
Writing Classroom ◽  
Self Awareness ◽  
Efl Writing ◽  
University Teachers ◽  
Assessment Training ◽  
The Impact ◽  
Writing Scores ◽  
Teaching Of Writing

The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of WAT to classroom assessment of writing. This paper analyzes the impact of two WAT sessions on the classroom assessment of writing of eleven EFL Mexican university teachers. Twenty-two interview transcripts suggested an impact in three main areas: classroom teaching of writing, classroom assessment of writing, and teacher self-awareness. The category of teacher self-awareness displayed the most impact. The paper proposes a categorization of impact on writing assessment.

Parallel Corpora in EFL Writing Classrooms

2020 ◽  
Vol 10 (2) ◽  
pp. 23-39
Author(s):  
Noorchaya Yahya ◽  
Hind Alotaibi ◽  
Dina Abdel Salam El-Dakhs
Keyword(s):  
Writing Assignments ◽  
Efl Writing ◽  
Writing Ability ◽  
Parallel Corpora ◽  
Self Evaluation ◽  
Significant Difference ◽  
Writing Tests ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study reveals the impact of using parallel corpora on EFL students' writing, and how students perceive it. Female undergraduates (n=46) in an EFL writing course in Saudi Arabia were divided randomly into experimental and control groups taught by the same instructor, using the same materials. Students in the experimental group were introduced to three parallel corpora and encouraged to use them in their writing. Tests at the beginning of the semester showed no difference in English proficiency or writing ability between groups. Over the semester, students in both groups also wrote 5 writing assignments and took three writing exams. To examine students' perceptions of parallel corpora, students in the experimental group were asked to write a self-evaluation report and answer an evaluation questionnaire. Quantitative and qualitative analysis showed significant improvement in their writing but no significant difference between groups. However, students' perception of parallel corpora was generally positive.

The Impact of Data-driven Learning based Program on Developing Student Teachers’ Lexico-grammatical Performance Skills in EFL Writing

2021 ◽  
Author(s):  
Heba Moustafa Elmansi ◽  
El-Sayed Mohamad Dadour ◽  
Aly AbdelSamea Qoura ◽  
Taghreed Ali Hamada
Keyword(s):  
Student Teachers ◽  
Data Driven ◽  
Efl Writing ◽  
Performance Skills ◽  
The Impact

scholarly journals Measuring the Impact of Online Translation on FL Writing Scores

2016 ◽  
Vol 46 (2) ◽  
pp. 1-39 ◽  
Author(s):  
Errol M. O'Neill
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Future Research ◽  
Control Group ◽  
Student Writing ◽  
Prior Training ◽  
Language Classroom ◽  
The Impact ◽  
Writing Scores ◽  
Writing Task

Online translation (OT) sites, which automatically convert text from one language to another, have been around for nearly 20 years. While foreign language students and teachers have long been aware of their existence, and debates about the accuracy and usefulness of OT are well known, surprisingly little research has been done to analyze the actual effects of online translator usage on student writing. The current study compares the scores of two composition tasks by third- and fourth-semester university students of French who used an online translator, with or without prior training, to the scores of students who did not use OT. Students using an online translator did not perform significantly worse those not using the translator on either task. In fact, students who received prior training in OT outscored the control group overall on the second writing task. Additionally, students using the online translator received higher subscores on one or both writing tasks for features such as comprehensibility, spelling, content, and grammar. The results of the current study are discussed in detail; implications for the foreign language classroom are presented; and avenues for future research are proposed.

scholarly journals The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners

SAGE Open ◽  
2019 ◽  
Vol 9 (4) ◽  
pp. 215824401989428 ◽  
Author(s):  
Ahmed Abdulateef Sabti ◽  
Sabariah Md Rashid ◽  
Vahid Nimehchisalem ◽  
Ramiza Darmi
Keyword(s):  
Second Language ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Writing Achievement ◽  
Writing Anxiety ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Learners ◽  
Language Writing ◽  
The Impact

Previous studies have examined learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL (English as a second language/English as a foreign language) writing. Studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aimed to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context. A quantitative approach, specifically the correlational design, was employed to examine the abovementioned relationships. The sample of the study comprised 100 Iraqi undergraduate students majoring in English language from two Iraqi public universities. Data were collected via four instruments: three questionnaires, namely, Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS) and Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings of this study also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated. This study suggests that these factors need to be taken into consideration in EFL writing instruction to facilitate the teaching and learning process of EFL writing, which in turn would help enhance the EFL undergraduates’ writing ability.

scholarly journals Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course

2015 ◽  
Vol 2 (1) ◽  
pp. 78
Author(s):  
Rudina Guleker
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Negative Effects ◽  
High Stake ◽  
Efl Writing ◽  
Foreign Language Learners ◽  
Writing Course ◽  
The Impact

Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool.

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