{"title":"了解任务排序的 SSARC 模型：评估 L2 写作发展","authors":"","doi":"10.1016/j.asw.2024.100893","DOIUrl":null,"url":null,"abstract":"<div><div>This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.</div></div>","PeriodicalId":46865,"journal":{"name":"Assessing Writing","volume":null,"pages":null},"PeriodicalIF":4.2000,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Understanding the SSARC model of task sequencing: Assessing L2 writing development\",\"authors\":\"\",\"doi\":\"10.1016/j.asw.2024.100893\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.</div></div>\",\"PeriodicalId\":46865,\"journal\":{\"name\":\"Assessing Writing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.2000,\"publicationDate\":\"2024-09-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessing Writing\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1075293524000862\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessing Writing","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1075293524000862","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Understanding the SSARC model of task sequencing: Assessing L2 writing development
This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.
期刊介绍：
Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
