Assessing Writing最新文献_第9页

The impact of self-revision, machine translation, and ChatGPT on L2 writing: Raters’ assessments, linguistic complexity, and error correction 自我修改、机器翻译和聊天翻译对第二语言写作的影响：评分者的评估、语言复杂性和错误纠正

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-05-01 DOI: 10.1016/j.asw.2025.100950

Minjoo Kim , Yuah V. Chon

This study explores how learners in a South Korean high school English as a Foreign Language (EFL) context can effectively use neural machine translation (MT) and ChatGPT to enhance their L2 writing. While recent AI tools offer significant potential for supporting human writing feedback, a comparative analysis of how these tools impact writing outcomes—compared to when L2 writers independently proofread and revise their writing—has not been fully examined. To address this gap, a controlled experiment was conducted using three distinct proofreading interventions—self-proofreading (SP), MT-assisted proofreading (MAP), and ChatGPT-assisted proofreading (CAP). Learners were encouraged to first compose their texts in their L2 and then use either MT through inverse translation or ChatGPT through a structured proofreading process. The findings revealed that learners using MAP and CAP demonstrated substantial improvements in overall writing quality compared to those relying solely on SP. CAP users, in particular, produced longer texts, exhibited greater lexical diversity, and constructed more complex sentences, although this was accompanied by reduced verb cohesion. Both MAP and CAP significantly reduced grammatical errors, but did not affect prepositional errors. These findings provide practical recommendations for integrating MT and ChatGPT into L2 writing pedagogy.

本研究探讨了韩国高中英语学习者如何有效地使用神经机器翻译（MT）和聊天翻译（ChatGPT）来提高他们的第二语言写作。虽然最近的人工智能工具在支持人类写作反馈方面提供了巨大的潜力，但对这些工具如何影响写作结果的比较分析（与第二语言作者独立校对和修改写作时相比）还没有得到充分的研究。为了解决这一差距，我们进行了一项对照实验，使用了三种不同的校对干预措施——自我校对（SP）、mt辅助校对（MAP）和chatgpt辅助校对（CAP）。我们鼓励学习者首先用第二语言编写文本，然后通过逆向翻译或结构化校对过程使用MT或ChatGPT。研究结果显示，使用MAP和CAP的学习者与只使用SP的学习者相比，在整体写作质量上有了实质性的提高。特别是使用CAP的学习者，他们写出了更长的文本，表现出更大的词汇多样性，并构建了更复杂的句子，尽管这伴随着动词衔接的降低。MAP和CAP都能显著减少语法错误，但对介词错误没有影响。这些发现为将MT和ChatGPT整合到第二语言写作教学中提供了实用的建议。

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引用次数: 0

Comparative judgment in L2 writing assessment: Reliability and validity across crowdsourced, community-driven, and trained rater groups of judges 第二语言写作评估中的比较判断：在众包、社区驱动和训练有素的评判员群体中的信度和效度

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-04-04 DOI: 10.1016/j.asw.2025.100937

Peter Thwaites , Pauline Jadoulle , Magali Paquot

Several recent studies have explored the use of comparative judgement for assessing second language writing. One of the claimed advantages of this method is that it generates valid assessments even when judgements are conducted by individuals outside of the traditional language assessment community. However, evidence in support of this claim largely focuses on concurrent validity – i.e. the extent to which CJ rating scales generated by various groups of judges correlate with rubric-based assessments. Little evidence exists of the construct validity of using CJ for L2 writing assessment. The present study seeks to address this by exploring what judges pay attention to while making comparative judgements. Three distinct groups of judges assessed the same set of 25 English L2 argumentative essays, leaving comments after each of their decisions. These comments were then analysed in order to explore the construct relevance and construct representativeness of each judge group’s rating scale. The results suggest that these scales differ in the extent to which they can be considered valid assessments of the target essays.

最近的几项研究探索了使用比较判断来评估第二语言写作。这种方法的优点之一是，即使判断是由传统语言评估社区之外的个人进行的，它也能产生有效的评估。然而，支持这一说法的证据主要集中在并发效度上，即由不同法官群体产生的CJ评定量表与基于规则的评估之间的关联程度。很少有证据表明使用CJ进行第二语言写作评估的结构效度。本研究试图通过探讨法官在进行比较判断时注意什么来解决这个问题。三组不同的评委评估同一组25篇英语L2议论文，在他们的每一个决定后留下评论。然后对这些评论进行分析，以探索每个评委组的评分量表的结构相关性和结构代表性。结果表明，这些尺度的不同程度上，他们可以被认为是目标论文的有效评估。

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引用次数: 0

The relationship between executive functions, source use, and integrated writing performance 执行功能、来源使用与综合写作表现之间的关系

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-03-26 DOI: 10.1016/j.asw.2025.100936

Xian Liao , Pengfei Zhao , Zicheng Li

An accurate assessment of writing relies on a thorough understanding of its underlying processes and related factors. While integrated writing (IW) is crucial for students’ academic success and future career development, the factors influencing performance in such complex tasks remain under scientific investigation. In particular, although the core role of source use in completing IW tasks is widely acknowledged, we still need to explore factors that could facilitate writers’ effective use of sources. While recent studies have highlighted the critical role of executive functions (EFs)—such as working memory, inhibition, and cognitive flexibility—during writing activities, the exact influence of these foundational cognitive skills on source use and IW performance remains unclear. To this end, this study recruited 233 secondary students in Hong Kong to complete a set of standardized EF tasks and a Chinese reading-to-write IW task. The students’ written products were analyzed regarding the use of content ideas and linguistic transformation based on source materials. We found that visual-spatial working memory had a significant direct effect on IW performance. Two critical aspects of source use—ideas from sources and near copy—mediated the relationship between EF skills and IW performance. These findings contribute to our understanding of the role of EF skills in complex IW tasks. We highlight the implications of our results for the assessment, teaching, and learning of integrated writing.

对写作的准确评价依赖于对其潜在过程和相关因素的透彻理解。虽然综合写作对学生的学业成功和未来的职业发展至关重要，但在如此复杂的任务中影响表现的因素仍有待科学研究。尤其值得一提的是，虽然出处使用在完成新闻写作任务中的核心作用已得到广泛认可，但我们仍然需要探索能够促进作者有效使用出处的因素。虽然最近的研究强调了执行功能（EFs）的关键作用，如工作记忆、抑制和认知灵活性，在写作活动中，这些基本的认知技能对来源使用和IW表现的确切影响尚不清楚。为此，本研究招募了233名香港中学生完成一套标准化的EF任务和一项中文读写任务。分析学生的书面作品，内容思想的使用和基于源材料的语言转换。我们发现视觉空间工作记忆对IW表现有显著的直接影响。来源使用的两个关键方面——来自来源的想法和接近复制——介导了英语学习技能和IW绩效之间的关系。这些发现有助于我们理解EF技能在复杂IW任务中的作用。我们强调了我们的结果对综合写作的评估、教学和学习的影响。

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引用次数: 0

A mixed-methods approach to English-L1 teachers’ implementation of written feedback in EFL classrooms 英语-母语教师在英语课堂中实施书面反馈的混合方法

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-03-22 DOI: 10.1016/j.asw.2025.100935

Xiaolong Cheng , Jinfen Xu

While there are copious studies investigating teacher written feedback in L2 writing contexts, much remains to be discovered about how English-L1 teachers enact this practice in EFL classrooms. To fill this gap, employing a mixed-methods approach, this study collected data from multiple sources including questionnaires, semi-structured interviews, students’ writing samples, stimulated recalls, and documents to examine such teachers’ implementation of written feedback and influencing factors in Chinese tertiary EFL settings. The results of survey study were generally in line with those of in-depth study in terms of feedback scope, strategy, and focus, but differences emerged in feedback orientation. Furthermore, both the quantitative and qualitative results found that the teachers’ provision of written feedback was mediated by a synthesis of factors related to teachers, students, and contexts. Important pedagogical implications are also discussed.

虽然有大量的研究调查了教师在第二语言写作背景下的书面反馈，但关于英语- l1教师如何在英语课堂上实施这种做法，还有很多有待发现。为了填补这一空白，本研究采用混合方法，从多个来源收集数据，包括问卷调查，半结构化访谈，学生写作样本，刺激回忆和文件，以检查这些教师在中国高等英语环境中实施书面反馈和影响因素。调查研究结果在反馈范围、反馈策略、反馈重点等方面与深度研究结果基本一致，但在反馈取向方面存在差异。此外，定量和定性结果都发现，教师提供书面反馈是由教师、学生和情境相关因素综合介导的。重要的教学意义也进行了讨论。

引用次数: 0

Assessing academic language in tenth grade essays using natural language processing 使用自然语言处理评估十年级论文中的学术语言

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-28 DOI: 10.1016/j.asw.2025.100921

Andrew Potter , Mitchell Shortt , Maria Goldshtein , Rod D. Roscoe

Broadly defined, academic language (AL) is a set of lexical-grammatical norms and registers commonly used in educational and academic discourse. Mastery of academic language in writing is an important aspect of writing instruction and assessment. The purpose of this study was to use Natural Language Processing (NLP) tools to examine the extent to which features related to academic language explained variance in human-assigned scores of writing quality in a large corpus of source-based argumentative essays (n = 20,820) written by 10th grade students. Using NLP tools, we identified and then calculated linguistic features from essays related to the lexical, syntactic, cohesion, and rhetorical features of academic language. Consistent with prior research findings, results from a hierarchical linear regression revealed that AL features explained 8 % of variance in writing quality when controlling for essay length. The most important AL features included cohesion with the source text, academic wording, and global cohesion. Implications for integrating NLP-produced measures of AL in writing assessment and automated writing evaluation (AWE) systems are discussed.

从广义上讲，学术语言是教育和学术话语中常用的一套词汇语法规范和语域。在写作中掌握学术语言是写作指导和评估的一个重要方面。本研究的目的是使用自然语言处理（NLP）工具来检查与学术语言相关的特征在多大程度上解释了由10年级学生撰写的基于源的议论文（n = 20,820）的大型语料库中人为分配的写作质量分数的差异。使用NLP工具，我们从论文中识别并计算出与学术语言的词汇、句法、衔接和修辞特征相关的语言特征。与先前的研究结果一致，层次线性回归的结果显示，当控制文章长度时，人工智能特征解释了8 %的写作质量方差。最重要的人工智能特性包括与源文本的衔接、学术措辞和全局衔接。讨论了在写作评估和自动写作评估（AWE）系统中整合nlp产生的人工智能测量的含义。

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引用次数: 0

Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models 从语言使用、来源理解和组织特征的分数预测不适当的来源使用：一项使用广义线性模型的研究

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-25 DOI: 10.1016/j.asw.2025.100934

Kwangmin Lee , Ray J.T. Liao , I.-Chun Vera Hsiao , Junhee Park , Yafei Ye

This paper examines the extent to which inappropriate source use – verbatim source use and patchwriting – can be predicted by scores of other textual features that are commonly evaluated in second/foreign language (L2) integrated writing assessment. 246 advanced-level English as a Foreign Language (EFL) test-takers enrolled in a Chinese higher education institution provided integrated essays that required both summary and argumentation. All the collected essays were rated by two experienced raters and checked for interrater reliability by way of generalizability theory. Then, a series of generalized linear models was compared to identify the best-fitting model that explained the relationship between the independent variables and inappropriate source use. Results indicated that the zero-inflated beta-binomial provided the best fit to the data, with approximately 43.67 % of the data estimated to be an extra zero. Next, parameter estimates of this model included (1) non-significant effects of language use and source comprehension on inappropriate source use and (2) a significantly negative effect of organizational features on the dependent variable. This suggests that focusing on organizational features, operationalized herein as organization, coherence, development of ideas, and authorial voice, can help L2 test-takers reduce reliance on inappropriate source use. Implications for research and practice are discussed.

本文考察了在第二语言/外语（L2）综合写作评估中通常评估的其他文本特征的分数，可以在多大程度上预测不恰当的来源使用——逐字使用和拼凑。246名中国高等教育机构的高级英语作为外语（EFL）考生提供综合论文，要求总结和论证。所有收集的文章都由两位经验丰富的评分者进行评分，并通过概括性理论检验了评分者的信度。然后，比较了一系列广义线性模型，以确定最合适的模型来解释自变量与不适当的源使用之间的关系。结果表明，零膨胀的β -二项与数据的拟合效果最好，大约43.67 %的数据估计是一个额外的零。其次，该模型的参数估计包括(1)语言使用和源理解对不适当源使用的不显著影响，(2)组织特征对因变量的显著负向影响。这表明，关注组织特征（本文将其操作为组织性、连贯性、想法的发展和作者的声音）可以帮助二语考生减少对不适当的来源使用的依赖。讨论了对研究和实践的启示。

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引用次数: 0

Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills 更好地理解综合写作表现：读写策略使用和独立语言技能的影响

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-12 DOI: 10.1016/j.asw.2025.100922

Xinhua Zhu , Yiwen Sun , Yaping Liu , Wandong Xu , Choo Mui Cheong

This study explores the influence mechanism of literacy strategy use and independent language skills (e.g., reading and writing) on integrated writing (IW) performance. 322 Secondary Four students from four schools in Hong Kong completed single-text reading, multiple-text reading, independent writing, and IW tasks, along with questionnaires investigating their reading strategy use and IW strategy use. Path analyses revealed that multiple-text reading and independent writing had comparable significant impacts on IW, mediating the influence of single-text comprehension. In addition, reading strategy use impacted IW indirectly through independent literacy skills and IW strategy use, while IW strategies exerted a direct influence on IW. Our findings underscore the critical role of language skills in mediating the influence of reading strategies on IW performance among young first language (L1) learners. The implications for research and practice, are discussed, emphasizing the complexity of the IW construct and the need for balanced language skills and strategy instruction to enhance IW task performance.

本研究探讨读写策略的使用和独立语言技能（如阅读和写作）对综合写作（IW）表现的影响机制。来自香港四所学校的322名中四学生完成了单文本阅读、多文本阅读、独立写作和IW任务，并调查了他们的阅读策略使用情况和IW策略使用情况。通径分析显示，多文本阅读和独立写作对IW有相当显著的影响，中介了单一文本理解的影响。此外，阅读策略的使用通过独立读写技能和阅读策略的使用间接影响IW，而阅读策略对IW有直接影响。我们的研究结果强调了语言技能在中介阅读策略对年轻第一语言学习者IW表现的影响中的关键作用。本文讨论了对研究和实践的启示，强调了国际信息战结构的复杂性，以及平衡语言技能和策略指导以提高国际信息战任务绩效的必要性。

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引用次数: 0

Designing a rating scale for an integrated reading-writing test: A needs-oriented approach 以需求为导向的综合读写测验评等量表设计

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-12 DOI: 10.1016/j.asw.2025.100918

Aynur Ismayilli Karakoҫ , Peter Gu , Rachael Ruegg

To meet the current trends in higher education, there is accountability on EAP programmes to prepare and assess students’ access to higher education. Thus, multimodal tasks including integrated writing (IW) assessments have seen a resurgence because they arguably closely mirror academic writing. However, test practicality constraints and variability in the use and format of these assessments mean rating scales often fall short in substantiating the central claims of IW assessment. We developed an integrated reading-writing scale taking into account reading-writing requirements and empirical research on IW tests designed to assess readiness for first-year humanities and social science courses. We approached test development as part of the ongoing validation efforts, detailing the considerations involved in the scale development process. We argue that alignment with academic writing requirements should guide the development of IW tests, thereby acknowledging and comprehending nuances of academic writing. The paper demonstrates considerations and decisions in scale design as the validation process from the start, which is a reminder that assessment is not just a quantitative exercise but a multifaceted process.

为配合高等教育的发展趋势，高等教育专业进修课程设有问责制，为学生接受高等教育的机会作准备和评估。因此，包括综合写作（IW）评估在内的多模式任务已经复苏，因为它们可以说是学术写作的密切反映。然而，由于测试的实用性、限制以及这些评估的使用和格式的可变性，评级表往往无法证实国际信息战评估的核心主张。考虑到读写要求和IW测试的实证研究，我们开发了一个综合读写量表，旨在评估一年级人文和社会科学课程的准备情况。我们将测试开发作为正在进行的验证工作的一部分，详细说明规模开发过程中涉及的考虑因素。我们认为，与学术写作要求保持一致应该指导IW测试的发展，从而承认和理解学术写作的细微差别。本文从一开始就演示了规模设计中的考虑和决定，作为验证过程，这提醒我们评估不仅仅是一个定量的练习，而是一个多方面的过程。

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引用次数: 0

Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing 教师支持、焦虑和毅力在预测二语写作反馈寻求行为中的相互作用

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-11 DOI: 10.1016/j.asw.2025.100920

Ya Zhang , Zhanhao Jiang

The introduction of feedback-seeking behavior (FSB) into second language (L2) writing has advanced the understanding of the role of learners as proactive seekers rather than passive recipients of feedback. Nevertheless, the existing literature has primarily focused on identifying personal conative factors as antecedents of FSB in L2 writing, often neglecting the impact of environmental, emotional, and personality trait variables. To address this gap, this study recruited 213 English as a foreign language (EFL) learners to examine how an environmental factor (EFL teacher support), a personal emotional factor (anxiety), and a personal personality factor (grit) individually and jointly predict FSB in L2 writing within the Chinese tertiary context. Structural equation modeling (SEM) results revealed that EFL teacher support directly and positively predicted the two dimensions of FSB, viz. feedback monitoring and feedback inquiry. The mediation analysis demonstrated that EFL teacher support indirectly predicted the two dimensions of FSB via the sole mediation of grit and via the chain mediation of grit and anxiety. However, anxiety did not exhibit a significant mediating effect between EFL teacher support and the two dimensions of FSB. The implications for L2 writing instruction are discussed, and potential avenues for future research are identified.

在第二语言写作中引入反馈寻求行为（FSB）促进了对学习者作为主动寻求者而不是被动反馈接受者角色的理解。然而，现有的文献主要侧重于确定个人创造因素作为二语写作中FSB的前因，往往忽略了环境、情绪和人格特质变量的影响。为了解决这一差距，本研究招募了213名英语学习者，研究环境因素（英语教师支持）、个人情绪因素（焦虑）和个人人格因素（勇气）如何单独和共同预测中国高等教育背景下第二语言写作中的FSB。结构方程模型（SEM）结果显示，教师支持直接正向地预测了反馈监控和反馈询问这两个维度。中介分析表明，教师支持通过砂砾的单一中介和砂砾与焦虑的链式中介间接地预测了FSB的两个维度。然而，焦虑在外语教师支持与外语学生财务稳定性的两个维度之间并没有显著的中介作用。本文讨论了对第二语言写作教学的影响，并确定了未来研究的潜在途径。

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引用次数: 0

Validation of the individual and collective self-efficacy scale for teaching writing in post-secondary faculty 大专教师写作教学中个人与集体自我效能感量表的验证

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing

Pub Date : 2025-02-10 DOI: 10.1016/j.asw.2025.100923

Kim M. Mitchell , Johnson Li , Rasheda Rabbani

Faculty actions in the classroom are known to impact student writing self-efficacy and academic achievement. The purpose of this paper was to validate Locke and Johnston’s Individual and Collective Self-Efficacy for Teaching Writing Scales, a tool originally validated in high school teachers, in a new population of post-secondary faculty. Exploratory and confirmatory factor analysis methods were used in two studies with independent samples of multidisciplinary faculty (N = 281) for the exploratory factor analysis (Study 1) and nursing discipline specific faculty (N = 187) for the confirmatory factor analysis (Study 2). Three factors were identified in the questionnaire which maintained the essence of the theoretical structure proposed by Locke and Johnston. Factor 1 was named Context and Process Competencies, Factor 2 Textural Competencies, and Factor 3 Motivational Competencies. This factor structure was confirmed with acceptable goodness of fit in the confirmatory factor analysis Study 2. Learning to be a teacher of writing is a developmental process and this measurement tool has important validation information that speaks to its usefulness in understanding that process.

教师在课堂上的行为会影响学生的写作自我效能感和学业成绩。本文的目的是验证洛克和约翰斯顿的教学写作量表的个人和集体自我效能，这是一个最初在高中教师中验证的工具，在新的高等教育教师群体中。研究1采用多学科院系（N = 281）独立样本进行探索性因素分析（研究1），研究2采用护理学科院系（N = 187）独立样本进行验证性因素分析（研究2）。问卷中确定了三个因素，保持了Locke和Johnston提出的理论结构的本质。因子1被命名为语境和过程能力，因子2被命名为结构能力，因子3被命名为动机能力。验证性因子分析研究2证实了该因子结构具有可接受的拟合优度。学习成为一名写作老师是一个发展的过程，这个测量工具有重要的验证信息，说明它在理解这个过程中的有用性。

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引用次数: 0