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Extracting interpretable writing traits from a large language model 从大型语言模型中提取可解释的写作特征
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2026-01-19 DOI: 10.1016/j.asw.2025.101011
Paul Deane, Andrew Hoang
Large language models (LLMs) are increasingly used to support automated writing evaluation (AWE), both for purposes of scoring and feedback. However, LLMs present challenges to interpretability, making it hard to evaluate the construct validity of scoring and feedback models. BIOT (best interpretable orthogonal transformations) is a new method of analysis that makes dimensions of an embedding interpretable by aligning them with external predictors. It was originally developed to improve the interpretability of multidimensional scaling models. However, This paper shows that BIOT can be used to align LLM embeddings with an interpretable writing trait model developed using multidimensional analysis of classical NLP features to measure latent dimensions of writing style and writing quality. This makes it possible to determine whether an AWE model built using an LLM is aligned with known (and construct-relevant) dimensions of textual variation, supporting construct validity. Specifically, we examine the alignment between the hidden layers of deBERTA, a small LLM that has been shown to be useful for a variety of natural language processing applications, and a writing trait model developed through factor analysis of classical features used in existing AWE models. Specific dimensions of transformed deBERTA layers are strongly correlated with these classical factors. When the transformation matrix derived using BIOT is applied to token vectors, it is also possible to visualize which tokens in the original text contributed to high or low scores on a specific dimension.
大型语言模型(llm)越来越多地用于支持自动写作评估(AWE),既用于评分,也用于反馈。然而,llm对可解释性提出了挑战,使得评估评分和反馈模型的构造有效性变得困难。最佳可解释正交变换(BIOT)是一种新的分析方法,通过将嵌入的维度与外部预测因子对齐,使其可解释。它最初是为了提高多维尺度模型的可解释性而开发的。然而,本文表明,BIOT可以用来将LLM嵌入与一个可解释的写作特征模型结合起来,该模型使用经典NLP特征的多维分析来测量写作风格和写作质量的潜在维度。这使得确定使用LLM构建的AWE模型是否与文本变化的已知(和结构相关)维度一致成为可能,从而支持结构的有效性。具体来说,我们检查了deBERTA的隐藏层之间的一致性,deBERTA是一个小型的LLM,已被证明对各种自然语言处理应用程序有用,以及通过对现有AWE模型中使用的经典特征进行因子分析而开发的写作特征模型。变换后的deBERTA层的具体尺寸与这些经典因素密切相关。当使用BIOT导出的变换矩阵应用于标记向量时,还可以可视化原始文本中的哪些标记导致特定维度上的高分或低分。
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引用次数: 0
Assessing EFL students’ GenAI-assisted writing: Teachers’ pains, perceptions and practices 评估英语学生的genai辅助写作:教师的痛苦、认知和实践
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-12-03 DOI: 10.1016/j.asw.2025.100996
Xiaoxiao Chen , Xiaojun Pi
As generative artificial intelligence (GenAI) becomes increasingly embedded in EFL students’ writing practices, it has raised profound challenges to traditional assessment systems, calling into question the validity of established rubrics, the reliability of teacher judgments, and the authenticity of student performance. Despite this, limited research has explored how EFL teachers perceive and respond to GenAI-assisted writing. This qualitative case study investigates four EFL writing teachers’ assessment behaviors and reasoning across two stages of blind and informed evaluations of GenAI-assisted student texts. Drawing on think-aloud protocols and interviews, the study reveals that while the EFL writing teachers struggled to identify GenAI-generated content without prior knowledge, some exhibited noticeable adjustments in their scoring behaviors and assessment criteria once informed of GenAI involvement, whereas others remained relatively consistent. These changes were closely tied to their GenAI knowledge and experience and underlying pedagogical beliefs. The findings highlight divergent assessment strategies, ranging from product-oriented scoring to critical scrutiny of student-AI interaction, and underscore the salience of teacher agency in shaping responses to technological disruption. By uncovering the teachers’ cognitive processes, dilemmas, and reflective practices, the study contributes to a deeper understanding of assessment literacy in AI-mediated learning environments and offers practical implications for rubric adaptation, teacher professional development, and policy support.
随着生成式人工智能(GenAI)越来越多地嵌入到英语学生的写作实践中,它对传统的评估系统提出了深刻的挑战,对既定规则的有效性、教师判断的可靠性和学生表现的真实性提出了质疑。尽管如此,有限的研究探讨了英语教师如何感知和回应基因辅助写作。本定性案例研究调查了四名英语写作教师在genai辅助学生文本盲评和知情评两个阶段的评估行为和推理。根据“出声思考”协议和访谈,该研究表明,当英语写作教师在没有事先知识的情况下努力识别GenAI生成的内容时,一些教师在被告知参与GenAI后,在评分行为和评估标准上表现出明显的调整,而另一些教师则保持相对一致。这些变化与他们的基因知识和经验以及潜在的教学信念密切相关。研究结果强调了不同的评估策略,从以产品为导向的评分到对学生与人工智能互动的批判性审查,并强调了教师代理在塑造对技术颠覆的反应方面的重要性。通过揭示教师的认知过程、困境和反思实践,该研究有助于更深入地了解人工智能介导的学习环境中的评估素养,并为标题适应、教师专业发展和政策支持提供实践意义。
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引用次数: 0
Assessing the effects of task complexity on cognitive demands in L2 writing 评估任务复杂性对二语写作认知需求的影响
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI: 10.1016/j.asw.2025.100998
Na Tao , Ying Wang
The assessment of task-generated cognitive demands has been receiving increasing attention in task complexity research. However, scant attention has been paid to assessing cognitive demands when task complexity is manipulated along both resource-directing and resource-dispersing dimensions. To address this gap, the present study aimed to investigate the relative effects of reasoning demands and prior knowledge on cognitive demands in L2 writing. Eighty-eight EFL students completed two letter-writing tasks with varying reasoning demands under one of two conditions, that is, either with prior knowledge available or without prior knowledge available. Cognitive demands were assessed by the post-task questionnaire, the dual-task method and the open-ended questions. The results revealed that reasoning demands and prior knowledge were strong determinants of cognitive demands, which provided empirical evidence for Robinson’s Cognition Hypothesis. Moreover, the post-task questionnaire, the dual-task method and open-ended questions were found to assess distinct aspects of cognitive demands, which highlighted the importance of data triangulation in exploring task complexity effects. The study provides language teachers and assessors with implications for task design and implementation.
在任务复杂性研究中,任务生成认知需求的评估越来越受到关注。然而,当任务复杂性在资源导向和资源分散两个维度上被操纵时,很少有人关注对认知需求的评估。为了解决这一差距,本研究旨在探讨推理需求和先验知识对二语写作认知需求的相对影响。88名英语学生在两种条件下完成了两项具有不同推理要求的信函写作任务,即有先验知识和没有先验知识。采用任务后问卷、双任务法和开放式问题对认知需求进行评估。结果表明,推理需求和先验知识是认知需求的重要决定因素,为罗宾逊的认知假说提供了实证证据。此外,任务后问卷、双任务方法和开放式问题可以评估认知需求的不同方面,这突出了数据三角测量在探索任务复杂性效应中的重要性。本研究为语文教师及评核员设计及执行任务提供参考。
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引用次数: 0
Development of a Genre Adherence Rubric (GAR) for applied linguistics research articles 应用语言学研究论文体裁依附性标准的建立
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-11-15 DOI: 10.1016/j.asw.2025.100991
Mahsa Alinasab , Javad Gholami , Zhila Mohammadnia
This study reports the development of a four-descriptor Genre Adherence Rubric (GAR) for Research Articles (RAs) based on two pilot studies. To this end, we designed, implemented, and assessed a genre-oriented RA writing course in a master's program in applied linguistics. The instructional package contained knowledge-giving and hands-on materials and tasks on moves/steps, their sequencing, and linguistic features in RA sections. The participants were asked to revise their first draft RAs following the course. We defined, developed, and piloted the GAR, which primarily consisted of move obligation, optionality, and sequencing, and used it to rate the original and revised RAs. The first pilot and scorer feedback showed that language needs to be included as an additional descriptor. In the second pilot study, implementing the four-prong GAR yielded meaningful differences in another set of revised RAs. As a novel attempt to rate RAs and similar scholarly writings through genre lenses and apart from opening new avenues for research, the GAR presented in this paper warrants further confirmation or modification. Given the ever-growing importance of scholarly writing and publishing, the findings have tenable implications for journal editors, publishers, and academic writing instructors to adopt or adapt GAR-like RA appraisal scales.
本研究报告了基于两项试点研究的研究文章(RAs)的四描述体裁依从性标准(GAR)的发展。为此,我们设计、实施并评估了应用语言学硕士课程中以体裁为导向的RA写作课程。该教学包包含了有关动作/步骤、顺序和RA部分语言特征的知识传授和实践材料和任务。参与者被要求在课程结束后修改他们的第一份RAs草稿。我们定义、开发并试用了GAR,它主要由移动义务、可选性和排序组成,并使用它对原始和修订的RAs进行评级。第一个试点和评分者的反馈表明,语言需要作为一个额外的描述符。在第二项试点研究中,实施四叉GAR在另一组修订后的RAs中产生了有意义的差异。作为一种通过体裁视角评价RAs和类似学术著作的新颖尝试,除了为研究开辟新的途径外,本文提出的GAR值得进一步确认或修改。鉴于学术写作和出版的重要性日益增长,研究结果对期刊编辑、出版商和学术写作导师采用或调整类似gar的RA评估量表有一定的意义。
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引用次数: 0
Generative artificial intelligence for automated essay scoring: Exploring teacher agency through an ecological perspective 自动作文评分的生成式人工智能:从生态角度探索教师代理
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-11-11 DOI: 10.1016/j.asw.2025.100990
Jessie S. Barrot
Generative artificial intelligence (AI) is increasingly used in writing assessment, particularly for automated essay scoring (AES) and for generating formative feedback within automated writing evaluation (AWE). While AI-driven AES enhances efficiency and consistency, concerns regarding accuracy, bias, and ethical implications raise critical questions about its role in assessment. This paper examines the impact of generative AI on teacher agency through an ecological perspective, which considers agency as shaped by personal, institutional, and sociocultural factors. The analysis highlights the need for teachers to critically mediate AI-generated scores and feedback to align them with pedagogical goals, ensuring AI functions as an assistive tool rather than a determinant of assessment outcomes. Although AI can streamline assessment, over-reliance risks diminishing teachers’ evaluative expertise and reinforcing biases embedded in AI systems. Ethical concerns, including transparency, data privacy, and fairness, further complicate its adoption. To address these challenges, this paper proposes a framework for responsible AI integration that prioritizes bias mitigation, data security, and teacher-driven decision-making. The discussion concludes with pedagogical implications and directions for future research on AI-assisted writing assessment.
生成式人工智能(AI)越来越多地用于写作评估,特别是自动作文评分(AES)和在自动写作评估(AWE)中生成形成性反馈。虽然人工智能驱动的AES提高了效率和一致性,但对准确性、偏见和伦理影响的担忧引发了对其在评估中的作用的关键问题。本文从生态学的角度考察了生成式人工智能对教师能动性的影响,认为能动性是由个人、制度和社会文化因素形成的。分析强调,教师需要批判性地调节人工智能生成的分数和反馈,使其与教学目标保持一致,确保人工智能作为辅助工具而不是评估结果的决定因素。尽管人工智能可以简化评估,但过度依赖可能会削弱教师的评估专业知识,并强化人工智能系统中嵌入的偏见。道德问题,包括透明度、数据隐私和公平性,进一步使其采用复杂化。为了应对这些挑战,本文提出了一个负责任的人工智能集成框架,优先考虑减轻偏见、数据安全和教师驱动的决策。最后讨论了人工智能辅助写作评估的教学意义和未来研究方向。
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引用次数: 0
Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance 评估显性连贯教学对英语学生综合写作成绩的影响
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2026-01-30 DOI: 10.1016/j.asw.2026.101019
Xi Li , Mo Chen
As a key attribute of effective writing, coherence remains challenging to teach in language classrooms, with traditional writing instruction frequently overlooking coherence in favor of discrete, rule-based features. This mixed-methods study investigates the effectiveness of explicit coherence instruction on English-as-a-Foreign-Language (EFL) students’ performance on integrated writing tasks. The study employed a controlled experimental design with 64 upper-intermediate-level undergraduate students at a Chinese university, drawing on Hasan’s Cohesive Harmony theory as the theoretical framework. Half of the participants (n = 32) in the experimental group received explicit instruction on coherence with a focus on cohesive chains and cohesive devices in integrated writing, while the control group (n = 32) received standard paraphrasing instruction. Quantitative analysis revealed that the experimental group showed significant improvements in coherence scores and multiple cohesive chain measures. Qualitative discourse analysis of six students’ writing samples from the experimental group demonstrated varying levels of improvement in writing coherence, with high-performing students showing better use of identity chains and pronoun references. The findings revealed that explicit instruction on coherence significantly improved students’ performance in creating coherent integrated writing, particularly through the development of cohesive chains and appropriate use of cohesive devices. This study underscores the pedagogical value of teaching coherence to enhance writing quality and provides concrete strategies for developing more effective teaching approaches for integrated writing tasks in EFL contexts.
作为有效写作的一个关键属性,连贯在语言课堂教学中仍然具有挑战性,传统的写作教学经常忽视连贯,而倾向于离散的、基于规则的特征。本研究旨在探讨显性连贯教学对英语作为外语学生完成综合写作任务的影响。本研究采用对照实验设计,以国内某高校64名中上水平本科生为研究对象,以哈桑的内聚和谐理论为理论框架。实验组中一半的参与者(n = 32)接受了关于连贯的明确指导,重点是连贯链和综合写作中的衔接手段,而对照组(n = 32)接受了标准的释义指导。定量分析显示,实验组在连贯性评分和多项内聚链测量方面均有显著改善。对实验组六名学生写作样本的定性语篇分析表明,他们在写作连贯性方面有不同程度的提高,表现优异的学生在身份链和代词引用方面表现得更好。研究结果表明,连贯的明确指导显著提高了学生在连贯综合写作方面的表现,特别是通过发展连贯链和适当使用连贯手段。本研究强调了连贯教学对提高写作质量的教学价值,并为开发更有效的英语综合写作教学方法提供了具体的策略。
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引用次数: 0
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products 网络资源使用对二语学习者计算机辅助写作过程和写作成果的影响
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-12-02 DOI: 10.1016/j.asw.2025.100994
Honglan Wang , Jookyoung Jung
While previous studies on online resource use in L2 writing have focused on the overall writing quality, limited attention has been paid to its effects on linguistic complexity and real-time writing processes. Addressing this gap, the present study explored how online resource use influences both the processes and products of L2 writing. Forty-nine intermediate L2 learners completed two computer-mediated argumentative writing tasks, either with or without the use of online resources. Writing behaviors were captured via keystroke logging and screen recording, and analyzed for search activity, fluency, pausing, and revision quantity. Cognitive processes were examined through stimulated recall interviews, and written products were evaluated for both quality and linguistic complexity. The results showed that participants spent an average of 14 % of task time using online resources, with considerable individual variation. Mixed-effects modeling revealed that resource use facilitated the production of more sophisticated words, with marginal influence on writing quality or syntactic complexity. Resource use was also associated with longer between-word pauses, fewer within-word pauses, and reduced revisions. These findings highlight the potential of online resource use to enhance the authenticity of L2 writing assessment tasks without compromising test validity, while encouraging the use of more advanced vocabulary in writing.
虽然以往关于在线资源在二语写作中的使用的研究主要集中在整体写作质量上,但很少关注其对语言复杂性和实时写作过程的影响。为了解决这一差距,本研究探讨了在线资源的使用如何影响第二语言写作的过程和结果。49名中级二语学习者完成了两项以计算机为媒介的议论文写作任务,有或没有使用在线资源。通过击键记录和屏幕记录捕捉书写行为,并分析搜索活动、流畅性、停顿和修改数量。认知过程通过刺激回忆访谈进行检查,书面产品的质量和语言复杂性进行评估。结果显示,参与者平均花费14% %的任务时间使用在线资源,个体差异很大。混合效应模型显示,资源使用促进了更复杂单词的产生,对写作质量或句法复杂性的影响微乎其微。资源的使用还与更长的词间停顿、更少的词内停顿和更少的修订有关。这些发现强调了在线资源的使用在不影响测试效度的情况下提高第二语言写作评估任务真实性的潜力,同时鼓励在写作中使用更高级的词汇。
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引用次数: 0
Volume 67 editorial 第67卷社论
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2026-01-29 DOI: 10.1016/j.asw.2026.101016
Martin East , David Slomp
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引用次数: 0
Verb-centric or balanced?: An NLP-based assessment of word class contributions to L2 writing proficiency 动词中心还是平衡?基于nlp的词类对第二语言写作能力贡献的评估
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-12-06 DOI: 10.1016/j.asw.2025.100997
Hyunwoo Kim , Haerim Hwang
Despite the significant role of verbs in second language (L2) development, few studies have explicitly tested the comparative role of verbs in predicting L2 writing proficiency compared to other lexical categories, such as adjectives, adverbs, and nouns. Motivated by the theoretical and linguistic prominence of verbs, this study examines whether verbs serve as stronger predictors of L2 writing proficiency than other word classes. Our category-based analysis of lexical diversity and sophistication features in argumentative essays showed that verbs play a distinct and prominent role in L2 writing, outperforming other lexical categories as predictors of L2 proficiency. Specifically, higher-proficiency argumentative essays were found to exhibit a greater variety of verbs that are infrequent, academically oriented, less familiar, and acquired later in language development. At theoretical level, our findings align with the perspectives emphasizing the crucial role of verbs in language development. Pedagogically, our findings highlight the need for category-based vocabulary instruction in L2 writing classes.
尽管动词在第二语言(L2)发展中发挥着重要作用,但很少有研究明确测试动词与其他词汇类别(如形容词、副词和名词)相比,在预测第二语言写作水平方面的比较作用。由于动词在理论和语言学上的突出地位,本研究考察了动词是否比其他词类更能预测二语写作水平。我们对议论文中词汇多样性和复杂性特征的分类分析表明,动词在二语写作中发挥着独特而突出的作用,作为二语熟练程度的预测指标,动词的表现优于其他词汇类别。具体来说,研究发现,熟练程度越高的议论文中出现的动词种类越多,这些动词不常见,以学术为导向,不太熟悉,并且是在语言发展的后期习得的。在理论层面上,我们的发现与强调动词在语言发展中的关键作用的观点一致。在教学方面,我们的研究结果强调了在第二语言写作课中进行基于类别的词汇教学的必要性。
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引用次数: 0
Unacclimatized?: Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts Unacclimatized吗?理解以劳动为基础的合同分级干预在中国英语写作环境中的潜力
IF 5.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-01 Epub Date: 2025-12-05 DOI: 10.1016/j.asw.2025.100993
Chenggang Liang , Shulin Yu , Nan Zhou , Feng Geng
Despite the exuberant scholarly discussions on labor-based contract grading as an alternative to traditional high-stakes writing assessment, few empirical studies have explored its effects on students’ writing outcomes, especially in L2 writing contexts. Set against the context of EFL writing classes at a Chinese university, the study examined the effectiveness of the labor-based contract grading intervention on both academic and affective outcomes in L2 writing over one semester. Data were collected from 160 students (72 in the control group and 88 in the experimental group; Mage = 18.60, SD =.68, 48.13 % female) before and after the intervention. Results of repeated measures MANOVA revealed significant differences in students’ writing academic outcomes between two groups. Specifically, the labor-based contract grading group showed less improvement in L2 writing performance as compared to the traditional high-stakes writing assessment. Moreover, no significant differences were observed in students’ affective writing outcomes across two groups. The findings highlight the importance of considering contextual factors when implementing labor-based contract grading in diverse writing contexts. Relevant implications and directions for future research are discussed.
尽管关于以劳动为基础的合同评分作为传统高风险写作评估的替代方案的学术讨论非常活跃,但很少有实证研究探讨其对学生写作结果的影响,特别是在第二语言写作环境中。本研究以中国一所大学的英语写作课堂为背景,考察了基于劳动合同的评分干预在一学期内对第二语言写作学业和情感结果的有效性。收集干预前后160名学生的资料(对照组72名,实验组88名;Mage = 18.60, SD = 0.68, 48.13 %女性)。重复测量方差分析结果显示,两组学生的写作学业成绩存在显著差异。具体来说,与传统的高风险写作评估相比,以劳动为基础的合同评分组在第二语言写作表现上的改善较小。此外,两组学生的情感写作结果没有显著差异。研究结果强调了在不同的写作环境中实施基于劳动的合同评分时考虑语境因素的重要性。讨论了今后研究的意义和方向。
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引用次数: 0
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Assessing Writing
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