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ERIC Number: EJ1111370
Record Type: Journal
Publication Date: 2006-Mar
Pages: 87
Abstractor: As Provided
ISSN: EISSN-2330-8516
Analysis of Discourse Features and Verification of Scoring Levels for Independent and Integrated Prototype Written Tasks for the New TOEFL®. TOEFL® Monograph Series. MS-30. ETS RM-05-13
Cumming, Alister; Kantor, Robert; Baba, Kyoko; Eouanzoui, Keanre; Erdosy, Usman; James, Mark
ETS Research Report Series, Mar 2006
We assessed whether and how the discourse written for prototype integrated tasks (involving writing in response to print or audio source texts) field tested for the new TOEFL® differs from the discourse written for independent essays (i.e., the TOEFL essay). We selected 216 compositions written for 6 tasks by 36 examinees in a field test--representing Score Levels 3, 4, and 5 on the TOEFL essay--then coded the texts for lexical and syntactic complexity, grammatical accuracy, argument structure, orientations to evidence, and verbatim uses of source text. Analyses with nonparametric MANOVAs, following a 3-by-3 (task type by English proficiency level) within-subjects factorial design, showed that the discourse produced for the integrated writing tasks differed significantly at the lexical, syntactic, rhetorical, and pragmatic levels from the discourse produced in the independent essay on most of these variables. In certain analyses, these differences were also obtained across the 3 ESL proficiency levels.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Test of English as a Foreign Language
Grant or Contract Numbers: N/A