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Hernandez, Hjalmar Punla; Genuino, Cecilia F. – LEARN Journal: Language Education and Acquisition Research Network, 2022
Grammatical compression and implicitness have been proven as characteristics of academic writing (Biber & Gray, 2010, 2016), but they are an underexplored area of research particularly in academic ESL (English as a second language) writing. In this study, we explored the dependent phrases that most and least characterize academic ESL writing…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Phrase Structure
Mohammadi, Mojtaba; Zarrabi, Maryam; Kamali, Jaber – International Journal of Language Testing, 2023
With the incremental integration of technology in writing assessment, technology-generated feedback has found its way to take further steps toward replacing human corrective feedback and rating. Yet, further investigation is deemed necessary regarding its potential use either as a supplement to or replacement for human feedback. This study aims to…
Descriptors: Formative Evaluation, Writing Evaluation, Feedback (Response), Computer Assisted Testing
McKinney, Charlesia – Composition Forum, 2018
This essay offers a review of Jay Dolmage's "Academic Ableism: Disability and Higher Education" and Asao Inoue's "Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future" with the intent of reminding composition instructors of the importance of intersectionality and accessibility. Each…
Descriptors: Higher Education, Disabilities, Attitudes toward Disabilities, Racial Bias
Uludag, Pakize; McDonough, Kim – TESOL Journal, 2022
Due to its authenticity as an academic writing task, integrated writing assessment has become widely used for assessing the writing ability of English for academic purposes (EAP) students (Plakans & Gebril, 2017). However, apart from validation studies focusing on a common set of standardized test rubrics (e.g., Chan, Inoue, & Taylor,…
Descriptors: Language Teachers, Second Language Instruction, English for Academic Purposes, Writing Instruction
Dove, Jennifer – English in Australia, 2018
This article examines the publicly available English Examination Notes from the New South Wales Higher School Certificate (HSC) Marking Centre, alongside past research on writing development, to understand the summative assessment of writing and the qualities of writing that examiners identified as discriminating between samples of different…
Descriptors: Foreign Countries, Creative Writing, Writing Tests, Secondary School Students
Myatt, Alice J. – Journal of University Teaching and Learning Practice, 2023
Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing…
Descriptors: Writing Instruction, Teaching Methods, Collaborative Writing, Writing Assignments
Sohrabi, Zohre; Ghanbari, Nasim; Abbasi, Abbas – Language Testing in Asia, 2022
Despite a surge of interest in language teacher assessment literacy, teachers' writing assessment literacy (WAL) has received little attention. When considering the issue in the particular Iranian EFL context, it becomes more significant since exploring the context shows the lack of a countrywide and systematic study on EFL teachers' WAL.…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Writing Evaluation
Crossley, Scott; Wan, Qian; Allen, Laura; McNamara, Danielle – Reading and Writing: An Interdisciplinary Journal, 2023
Synthesis writing is widely taught across domains and serves as an important means of assessing writing ability, text comprehension, and content learning. Synthesis writing differs from other types of writing in terms of both cognitive and task demands because it requires writers to integrate information across source materials. However, little is…
Descriptors: Writing Skills, Cognitive Processes, Essays, Cues
Bernhardt, Elizabeth; Molitoris, Joan; Romeo, Ken; Lin, Nina; Valderrama, Patricia – Foreign Language Annals, 2015
Writing in postsecondary foreign language contexts in North America has received far less attention in the curriculum than the development of oral proficiency. This article describes one institution's process of confronting the challenges not only of recognizing the contribution of writing to students' overall linguistic development, but also of…
Descriptors: Writing Skills, Postsecondary Education, Second Language Instruction, Language Proficiency
Vaknin-Nusbaum, Vered; Nevo, Einat; Brande, Sigalit; Gambrell, Linda – Reading Psychology, 2020
Motivational questionnaires (MRP-R and MWP) were used to investigate reading and writing motivation (self-concept and value) among 252 Hebrew-speaking students in third to sixth grade. CFA for reading and writing motivation revealed a close to reasonable fit, for the total sample and by gender. It yielded a low fit across the four grade levels.…
Descriptors: Foreign Countries, Elementary School Students, Reading Motivation, Writing Attitudes
Cárdenas, Karen Julio; López Pinzón, Margarita María – GIST Education and Learning Research Journal, 2019
This article presents an action research study. Its purpose was to determine the extent to which the Reciprocal Teaching model (RT), proposed by Palincscar and Brown (1984), impacts tenth grader's English writing skills. The research work included: (1) A diagnostic stage to determine the participant's initial difficulties in regards to their…
Descriptors: Reciprocal Teaching, Instructional Effectiveness, Secondary School Students, Grade 10
Kornwipa Poonpon; Paiboon Manorom; Wirapong Chansanam – Contemporary Educational Technology, 2023
Automated essay scoring (AES) has become a valuable tool in educational settings, providing efficient and objective evaluations of student essays. However, the majority of AES systems have primarily focused on native English speakers, leaving a critical gap in the evaluation of non-native speakers' writing skills. This research addresses this gap…
Descriptors: Automation, Essays, Scoring, English (Second Language)
Ölmezer-Öztürk, Elçin; Aydin, Belgin – Language Testing in Asia, 2018
This study reports on the development and validation of Language Assessment Knowledge Scale, LAKS, which aims to measure teachers' language assessment knowledge. The initial development of the scale included a thorough literature review, creating an item pool, and an initial expert opinion stage. The later process, which led to the development of…
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language)
Egan, John D. – New Directions for Student Leadership, 2022
To advance games as a teaching strategy, leadership educators may benefit from a common understanding of associated terms. However, achieving this purpose is complicated by no agreed upon definition of game and scholarly debate around terms such as gamification. This article explores gaming terms and proposes a framework intended to provide a…
Descriptors: Leadership Training, Teaching Methods, Games, Definitions
Bouwer, Renske; Koster, Monica; van den Bergh, Huub – Assessment in Education: Principles, Policy & Practice, 2023
Assessing students' writing performance is essential to adequately monitor and promote individual writing development, but it is also a challenge. The present research investigates a benchmark rating procedure for assessing texts written by upper-elementary students. In two studies we examined whether a benchmark rating procedure (1) leads to…
Descriptors: Benchmarking, Writing Evaluation, Evaluation Methods, Elementary School Students