Assessing Writing最新文献

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How L2 student writers engage with automated feedback: A longitudinal perspective 第二语言学生作者如何参与自动反馈：纵向视角

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-07 DOI: 10.1016/j.asw.2025.100919

Li Xiaosa , Ke Ping

Recent qualitative research on L2 students’ use of AWE (automated writing evaluation) feedback reveals that learner engagement is not simply a binary process of accepting or rejecting suggestions; rather, it is influenced by various individual and contextual factors. Building on this foundation, the present study investigates how three Chinese EFL (English as a foreign language) learners at different proficiency levels engaged with feedback from Youdao Writing, a local AWE system, over a 16-week semester. Data were collected through screen-capture recordings, stimulated recalls and semi-structured interviews, focusing on their engagement at the affective, behavioral and cognitive levels. The findings reveal significant individual and longitudinal differences in the students’ experiences, perceptions, and emotional responses. These insights highlight the complexity of student engagement with automated feedback and suggest that instructional practices in EFL contexts should account for these individual and longitudinal differences to enhance the effectiveness of feedback. The study concludes with recommendations for integrating AWE feedback in a way that can foster deeper learner engagement and facilitate writing development.

最近对二语学生使用AWE（自动写作评估）反馈的定性研究表明，学习者参与不仅仅是接受或拒绝建议的二元过程；相反，它受到各种个人和环境因素的影响。在此基础上，本研究调查了三名不同熟练程度的中国EFL（英语作为外语）学习者在为期16周的学期中如何利用当地AWE系统b有道Writing的反馈。通过屏幕捕捉录音、刺激回忆和半结构化访谈收集数据，重点关注他们在情感、行为和认知层面的参与。研究结果显示，学生在经历、认知和情绪反应方面存在显著的个体差异和纵向差异。这些见解强调了学生参与自动反馈的复杂性，并建议在英语背景下的教学实践应该考虑到这些个体和纵向差异，以提高反馈的有效性。该研究最后提出了整合AWE反馈的建议，以促进更深层次的学习者参与和促进写作发展。

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引用次数: 0

The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing 工作记忆和熟练程度对短语成长的影响：中国英语学习者议论文写作中形容词-名词组合的纵向研究

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-29 DOI: 10.1016/j.asw.2025.100915

Lujie Zheng , Sheena Kaur , Azlin Zaiti Zainal

Phraseological knowledge has gained popularity as a critical predictor of writing assessment in second and foreign language (L2/FL) learner corpus research. However, past phraseological studies on learners with different levels of language competency have overlooked multidimensional collocational indices and the potential influence of cognitive characteristics. This study, employing multiple collocational measures, tracks the growth of adjective-noun combinations in the English argumentative writings of a longitudinal cohort of 148 Chinese EFL learners over four months and explores the effects of language proficiency and working memory (WM) on their phraseological growth. Our findings revealed a general upward pattern in learners’ overall development, despite some slight fluctuations. Notably, the mixed-effects models indicated that time alone had a negative impact on learners’ use of high-frequency, diverse, and strongly associated combinations. However, language proficiency and WM modulated this process, as learners with higher proficiency or greater WM demonstrated temporal improvement across most indices. The interplay among time, language proficiency, and WM presented a more complex image in which high-proficient learners showed a sloping trend on all collocational variables as WM capacity increased, suggesting a potential impact of cognitive overload. These findings offer valuable insights for teaching and identify prospective directions for future research into phraseological knowledge development.

在第二语言和外语（L2/FL）学习者语料库研究中，短语知识作为写作评估的重要预测因素已受到广泛欢迎。然而，以往针对不同语言能力水平学习者的词汇学研究忽视了多维搭配指标和认知特征的潜在影响。本研究采用多种搭配方法，对148名中国英语学习者的英语议论文中形容词-名词组合进行了为期4个月的跟踪研究，并探讨了语言水平和工作记忆对其短语增长的影响。我们的研究结果显示，尽管有一些轻微的波动，但学习者的整体发展总体呈上升趋势。值得注意的是，混合效应模型表明，独处时间对学习者使用高频、多样化和强相关组合有负面影响。然而，语言熟练程度和WM调节了这一过程，因为熟练程度较高或WM较高的学习者在大多数指标上都表现出时间上的改善。时间、语言能力和WM之间的相互作用呈现出更为复杂的图像，高水平学习者在所有搭配变量上都呈现出随着WM能力增加而倾斜的趋势，表明认知超载的潜在影响。这些发现为教学提供了有价值的见解，并为未来短语知识发展的研究确定了前景方向。

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引用次数: 0

Does student assessment literacy matter between motivational constructs and engagement in L2 writing? A survey of Chinese EFL undergraduates 学生评估读写能力对动机构念和二语写作投入有影响吗？中国大学生英语水平调查

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-27 DOI: 10.1016/j.asw.2025.100916

Jian Xu , Yao Zheng

While the literature has established the impacts of L2 motivation, growth mindsets, and academic buoyancy on engagement, their relationships in L2 writing contexts remain relatively under-explored. Additionally, the potential mediating role of student writing assessment literacy (SWAL) in the aforementioned relationships warrants further investigation. Therefore, the present study aims to examine both the direct and indirect relationships among L2 writing motivation, growth mindsets, academic buoyancy, SWAL, and engagement as perceived by university students through questionnaire survey. Questionnaire data were gathered from a sample of 425 university students, with structural equation modeling employed for data analysis. Regarding the direct relationships, results showed that L2 writing motivation, growth mindsets, academic buoyancy, and SWAL all positively predicted L2 writing engagement; only L2 writing motivation and academic buoyancy positively predicted SWAL. In terms of the indirect relationships, SWAL mediated the relationship between L2 writing motivation and engagement, and between academic buoyancy and L2 writing engagement. Gender did not result in variations in the mediation model. Pedagogical implications for improving students’ writing motivation, assessment literacy, and engagement are discussed.

虽然文献已经确定了第二语言动机、成长心态和学术浮力对参与的影响，但它们在第二语言写作环境中的关系仍然相对缺乏探索。此外，学生写作评估素养（SWAL）在上述关系中的潜在中介作用值得进一步研究。因此，本研究旨在通过问卷调查的方式，考察大学生对二语写作动机、成长心态、学业浮力、主观能动性和投入之间的直接和间接关系。问卷数据来源于425名大学生，采用结构方程模型对数据进行分析。在直接关系方面，结果显示第二语言写作动机、成长心态、学术浮力和SWAL均正向预测第二语言写作投入；只有第二语言写作动机和学术浮力正向预测SWAL。在间接关系方面，SWAL介导了二语写作动机与投入、学术浮力与二语写作投入之间的关系。性别对中介模型没有影响。讨论了提高学生写作动机、评估素养和参与度的教学意义。

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引用次数: 0

IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01

引用次数: 0

IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01

引用次数: 0

IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01

引用次数: 0

IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01

引用次数: 0

Investigating the effectiveness of scaffolded feedback on EFL Saudi students' writing accuracy: A longitudinal classroom-based study 调查脚手架式反馈对英语沙特学生写作准确性的有效性：一项纵向课堂研究

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01 DOI: 10.1016/j.asw.2024.100910

Abdulaziz Alshahrani , Neomy Storch

Despite the growing body of research on feedback provided to L2 learners on their writing, few studies have investigated the use of a scaffolded approach to feedback. Sociocultural scholars argue that for feedback to be effective it needs to be scaffolded – dynamic and aligned to the learner’s ability to correct their errors (Aljaafreh & Lantolf, 1994). Although research on scaffolded feedback have found it to improve L2 writing accuracy, most of this research has been small-scale, using one-on-one conferences. This larger classroom-based study aimed to examine the effectiveness of scaffolded written feedback and students’ perceptions of this feedback approach. The study was quasi-experimental and implemented over one academic semester. The participants were 71 male students of intermediate English proficiency, majoring in English at a large Saudi university. They were divided into two groups: one group received scaffolded feedback; the other group received unscaffolded (indirect) feedback. The feedback targeted eight grammatical structures. Findings from the immediate and delayed post-tests showed that both groups improved in their overall writing accuracy over time, with no difference evident between the two groups. Moreover, both groups showed similar improvements in six of the eight targeted grammatical structures. The scaffolded feedback group showed greater improvement than their counterparts only on two structures: subject-verb agreement and singular-plural agreement. Interview findings showed that the scaffolded feedback group liked this approach mainly because of its novelty but preferred scaffolding only when it increased in explicitness. We conclude by considering whether and how scaffolded feedback can be provided in classroom settings.

尽管对二语学习者写作反馈的研究越来越多，但很少有研究调查使用框架式反馈方法。社会文化学者认为，为了使反馈有效，它需要建立一个框架——动态的，与学习者纠正错误的能力相一致(Aljaafreh &；Lantolf, 1994)。虽然对脚手架式反馈的研究发现它可以提高第二语言写作的准确性，但大多数研究都是小规模的，使用一对一的会议。这个更大的以课堂为基础的研究旨在检验脚手架式书面反馈的有效性和学生对这种反馈方法的看法。这项研究是准实验性的，实施时间为一个学期。参与者是71名中等英语水平的男生，他们在沙特一所大型大学主修英语。他们被分为两组：一组接受支架式反馈；另一组接受的是直接的（间接的）反馈。反馈针对的是8种语法结构。即时和延迟后测的结果表明，随着时间的推移，两组人的整体写作准确性都有所提高，两组之间没有明显差异。此外，两组学生在8个目标语法结构中的6个方面都有相似的进步。架式反馈组仅在主谓一致和单复数一致这两个结构上比其他组表现出更大的改善。访谈结果显示，脚手架反馈组喜欢这种方法主要是因为它的新颖性，但只有当它增加了明确性时才喜欢脚手架。我们通过考虑是否以及如何在课堂环境中提供脚手架式反馈来得出结论。

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IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01

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IF 5.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-01-01

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