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Showing 1 to 15 of 21 results Save | Export
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Eom, Mijin; Papi, Mostafa – English Teaching, 2022
Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Correlation
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Tywoniw, Rurik; Crossley, Scott – Language Education & Assessment, 2019
Cohesion features were calculated for a corpus of 960 essays by 480 test-takers from the Test of English as a Foreign Language (TOEFL) in order to examine differences in the use of cohesion devices between integrated (source-based) writing and independent writing samples. Cohesion indices were measured using an automated textual analysis tool, the…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Connected Discourse
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Abdi Tabari, Mahmoud – Reading & Writing Quarterly, 2020
This study investigated the effects of strategic planning and task structure (personal, narrative, and decision-making tasks) on L2 writing outcomes. One hundred and twenty intermediate English as a foreign language learners were randomly divided into strategic-planning and no-planning-time groups. The strategic-planning group performed the three…
Descriptors: Decision Making, Second Language Learning, Second Language Instruction, Writing Instruction
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Plakans, Lia; Gebril, Atta; Bilki, Zeynep – Language Testing, 2019
The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities.…
Descriptors: Accuracy, Language Tests, Scores, Writing Evaluation
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Ha, Hye Seung – English Teaching, 2019
Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical…
Descriptors: Undergraduate Students, Vocabulary Skills, Language Usage, Writing Skills
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Beigman Klebanov, Beata; Ramineni, Chaitanya; Kaufer, David; Yeoh, Paul; Ishizaki, Suguru – Language Testing, 2019
Essay writing is a common type of constructed-response task used frequently in standardized writing assessments. However, the impromptu timed nature of the essay writing tests has drawn increasing criticism for the lack of authenticity for real-world writing in classroom and workplace settings. The goal of this paper is to contribute evidence to a…
Descriptors: Test Validity, Writing Tests, Writing Skills, Persuasive Discourse
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Kyle, Kristopher; Crossley, Scott – Language Testing, 2017
Over the past 45 years, the construct of syntactic sophistication has been assessed in L2 writing using what Bulté and Housen (2012) refer to as absolute complexity (Lu, 2011; Ortega, 2003; Wolfe-Quintero, Inagaki, & Kim, 1998). However, it has been argued that making inferences about learners based on absolute complexity indices (e.g., mean…
Descriptors: Syntax, Verbs, Second Language Learning, Word Frequency
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Moglen, Daniel – CATESOL Journal, 2015
This article will consider using TOEFL scores for purposes of placement and advising for international graduate students at a northern California research university. As the number of international students is on the rise and the funds for the graduate ESL program are diminishing, the way in which the university is handling the influx of…
Descriptors: Foreign Students, Graduate Students, Student Placement, English (Second Language)
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Attali, Yigal; Sinharay, Sandip – ETS Research Report Series, 2015
The "e-rater"® automated essay scoring system is used operationally in the scoring of "TOEFL iBT"® independent and integrated tasks. In this study we explored the psychometric added value of reporting four trait scores for each of these two tasks, beyond the total e-rater score.The four trait scores are word choice, grammatical…
Descriptors: Writing Tests, Scores, Language Tests, English (Second Language)
Guo, Liang; Crossley, Scott A.; McNamara, Danielle S. – Grantee Submission, 2013
This study explores whether linguistic features can predict second language writing proficiency in the Test of English as a Foreign Language (TOEFL iBT) integrated and independent writing tasks and, if so, whether there are differences and similarities in the two sets of predictive linguistic features. Linguistic features related to lexical…
Descriptors: English (Second Language), Linguistics, Second Language Learning, Writing Skills
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Sawaki, Yasuyo; Quinlan, Thomas; Lee, Yong-Won – Language Assessment Quarterly, 2013
The present study examined the factor structures across features of 446 examinees' responses to a writing task that integrates reading and listening modalities as well as reading and listening comprehension items of the TOEFL iBT[R] (Internet-based test). Both human and automated scores obtained for the integrated essays were utilized. Based on a…
Descriptors: English (Second Language), Language Tests, Essay Tests, Factor Structure
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Alavinia, Parviz; Hassanlou, Adel – English Language Teaching, 2014
The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…
Descriptors: English (Second Language), Second Language Learning, Foreign Countries, Extraversion Introversion
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Ramineni, Chaitanya; Trapani, Catherine S.; Williamson, David M.; Davey, Tim; Bridgeman, Brent – ETS Research Report Series, 2012
Scoring models for the "e-rater"® system were built and evaluated for the "TOEFL"® exam's independent and integrated writing prompts. Prompt-specific and generic scoring models were built, and evaluation statistics, such as weighted kappas, Pearson correlations, standardized differences in mean scores, and correlations with…
Descriptors: Scoring, Prompting, Evaluators, Computer Software
Haberman, Shelby J. – Educational Testing Service, 2011
Alternative approaches are discussed for use of e-rater[R] to score the TOEFL iBT[R] Writing test. These approaches involve alternate criteria. In the 1st approach, the predicted variable is the expected rater score of the examinee's 2 essays. In the 2nd approach, the predicted variable is the expected rater score of 2 essay responses by the…
Descriptors: Writing Tests, Scoring, Essays, Language Tests
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Lee, Yong-Won; Gentile, Claudia; Kantor, Robert – Applied Linguistics, 2010
The main purpose of the study was to investigate the distinctness and reliability of analytic (or multi-trait) rating dimensions and their relationships to holistic scores and "e-rater"[R] essay feature variables in the context of the TOEFL[R] computer-based test (TOEFL CBT) writing assessment. Data analyzed in the study were holistic…
Descriptors: Writing Evaluation, Writing Tests, Scoring, Essays
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