Literaturnachweis - Detailanzeige
Autor/in | Shahsavar, Zahra |
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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 |
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 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). |
Anmerkungen | Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |