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ERIC Number: ED465283
Record Type: Non-Journal
Publication Date: 2002
Pages: 21
Abstractor: N/A
Reference Count: N/A
EFL Teachers' Responses to L2 Writing.
Chang, Yuh-Fang
This study investigated differences in the product and process of evaluating second language compositions by Taiwanese speakers of English. It examined whether such factors as language background (native English speaker versus native Chinese speaker), academic discipline, and educational background affected raters' scoring outcomes; whether rating scales (holistic versus analytic) affected raters' scoring outcomes; and whether raters' holistic scales correlated with specific features of analytic scores. Researchers selected a composition written by a Taiwanese student in a freshmen composition course. A group of 4 native English-speaking and 10 native-Chinese-speaking faculty members read and rated the composition using 2 holistic and 2 analytic grading scales and corrected everything that appeared ungrammatical. The think-aloud process was used to examine the rating process. Results found no significant differences in the score results of the four rating scales between raters of different academic disciplines or educational backgrounds. The mean score of the two groups of raters was significantly different on the Test of Written English rating scale. Significant correlations were found between holistic and analytic scores for content and organization. The mean scores of different rating scales differed significantly. Raters differed in total number of comments and number of factors commented upon. (Contains 9 tables and 18 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan