Syntactic Complexity Revisited: Sensitivity of China's AES-Generated Scores to Syntactic Measures, Effects of Discourse-Mode and Topic

Autor/inn/en	Qian, Leyi; Yang, Yong; Zhao, Yali
Titel	Syntactic Complexity Revisited: Sensitivity of China's AES-Generated Scores to Syntactic Measures, Effects of Discourse-Mode and Topic
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 3, S.681-704 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qian, Leyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10087-5
Schlagwörter	Foreign Countries; Syntax; Difficulty Level; Scores; Writing Evaluation; Holistic Evaluation; Scoring; Automation; Writing (Composition); Discourse Modes; College Freshmen; China + Suchen Sie Ihr Suchwort? Ausland; Schwierigkeitsgrad; Holistische Methode; Bewertung; Schreibübung; Diskursethik; Studienanfänger
Abstract	This study aims to explore to what extent syntactic complexity predicts holistic scores generated by China's two prominent automated writing evaluation systems--"pigai" and "iWrite," the results of which will have some implications for the validity of these two systems. In the meanwhile, this study targets how syntactic complexity differs across writing tasks--between- and within- discourse mode as well as the effects of topic on the use of syntactic measures. To these ends, we examined a corpus of 445 writing samples with 4 prompts on two discourse modes (argumentative and expository) written by Chinese freshmen. These samples were analyzed for the sensitivity of China's AES-generated scores to syntactic complexity, effects of topic and discourse-mode. Results indicated that there were no relationships between the variations of syntactic measures and the computer-generated scores. Strong topic effects were found within the same discourse mode, but no significant changes were observed in the use of syntactic measures across discourse modes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01