Diagnosing English Learners' Writing Skills: A Cognitive Diagnostic Modeling Study

Autor/in	Shahsavar, Zahra
Titel	Diagnosing English Learners' Writing Skills: A Cognitive Diagnostic Modeling Study
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1608007 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1608007
Schlagwörter	Writing Skills; Writing Evaluation; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Student Evaluation; Diagnostic Tests; Academic Language; Mastery Learning; Spelling; Nouns; Form Classes (Languages); Verbs; Morphemes; Vocabulary Skills; Phrase Structure; Language Usage; Difficulty Level; Check Lists; Educational Benefits; Educational Practices; Essays; College Students; Foreign Countries; Language Tests; Writing Tests; Iran + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Diagnostic test; Diagnostischer Test; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibweise; Analytischer Sprachbau; Morphem; Aktiver Wortschatz; Phrasenstruktur; Sprachgebrauch; Schwierigkeitsgrad; Checkliste; Bildungsertrag; Bildungspraxis; Essay; Aufsatzunterricht; Collegestudent; Ausland; Language test; Sprachtest; Writing test; Schreibtest
Abstract	This study aims to clearly diagnose EFL "students' writing strengths and weaknesses." I adapted a diagnostic framework which comprises multiple writing components associated with three main dimensions of second language writing. The essays of 304 English learners who enrolled in an English language program were double-rated by 13 experienced English teachers. The data were submitted to cognitive diagnostic assessment (CDA). The provided evidence supports the validity of 21 writing descriptors tapping into three academic writing skills: content, organization, and language. The skill mastery pattern across writing shows that language was the easiest skill to master while content was the most difficult. In mastering language, the highest mastery levels were found in using capitalization, spelling, articles, pronouns, verb tense, subject-verb agreement, singular and plural nouns, and prepositions while some sub-skills such as sophisticated or advanced vocabulary, collocation, redundant ideas or linguistic expressions generated a hierarchy of difficulty. Researchers, teachers, and language learners may benefit from using the 21-item checklist in the EFL context to assess students' writing. This method can have additional benefits for educators to know how to adapt other instruments for various purposes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01