The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication

2021 ◽  
Author(s):  
Matt Kessler ◽  
Wenyue Ma ◽  
Ian Solheim
Keyword(s):  
Topic Familiarity ◽  
Text Quality

scholarly journals Oral sentence generation training to improve fifth and 10th graders’ writing

2020 ◽  
Author(s):  
Barbara Arfé ◽  
Federica Festa ◽  
Lucia Ronconi ◽  
Gaia Spicciarelli
Keyword(s):  
Oral Language ◽  
Controlled Trial ◽  
Fifth Graders ◽  
Language Intervention ◽  
Sentence Generation ◽  
Written Text ◽  
Tenth Graders ◽  
Text Quality ◽  
10Th Grade ◽  
Cluster Randomized

AbstractText generation—the mental translation of ideas into language at word, sentence, and discourse levels—involves oral language abilities. However, oral language skills are rarely a target of writing interventions. We ran an intervention to improve fifth and 10th graders’ written production through the development of oral sentence generation (grammatical and syntactic) skills. One hundred and fifteen students—68 fifth graders (four classrooms) and 47 tenth graders (four classrooms)—participated in a stepped-wedge cluster-randomized controlled trial. Two fifth-grade classrooms (n = 35) and two 10th-grade classrooms (n = 20) received nine 90-min sessions (3 weeks, three sessions a week) of oral language intervention immediately after the pretest (experimental groups); the two other fifth- (n = 33) and 10th-grade classrooms (n = 27) received business-as-usual writing instruction and received a delayed oral language intervention after the posttest (waiting list group). The intervention consisted of team-based games to improve oral sentence generation and sentence reformulation skills. We assessed written sentence generation, written sentence reformulation, written text quality (macrostructure and language), and text writing fluency before (pretest) and after (posttest) the intervention and 5 weeks after the intervention (follow-up). The results showed that training on oral sentence generation skills can lead to significant gains in both sentence generation and sentence reformulation skills and text macrostructural quality. Improvement at the sentence level was, however, significant only for the younger writers (fifth graders).

The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

2021 ◽  
pp. 136216882110335
Author(s):  
Mahmoud Abdi Tabari ◽  
Gavin Bui ◽  
Yizhou Wang
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Assessment Tools ◽  
Automatic Assessment ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Writing Performance ◽  
Topic Familiarity ◽  
Writing Courses ◽  
International Graduate

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners’ writing performance by effective task sequencing.

scholarly journals Strong correlations between text quality and complex networks features

2007 ◽  
Vol 373 ◽  
pp. 811-820 ◽  
Author(s):  
L. Antiqueira ◽  
M.G.V. Nunes ◽  
O.N. Oliveira Jr. ◽  
L. da F. Costa
Keyword(s):  
Complex Networks ◽  
Strong Correlations ◽  
Text Quality

scholarly journals The Effect of Topic Familiarity on Improving EFL Saudi Female Students` Reading Comprehension: تأثير النص المألوف لقطع القراءة في تطوير فهم الطالبات السعوديات الدارسات للغة الإنجليزية كلغة أجنبية

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Afaf Ayed Alrowaithy
Keyword(s):  
Reading Comprehension ◽  
Statistical Significance ◽  
Female Students ◽  
Topic Familiarity ◽  
Arithmetic Average ◽  
Paired Samples ◽  
Assessment Design ◽  
Efl Students ◽  
Potential Impact ◽  
Saudi Female Students

This study investigates the effect of topic familiarity on the reading comprehension performance of Saudi EFL students. Forty EFL Saudi female students on second year high school performed two tests: familiar versus unfamiliar topics in a multiple-choice format reading comprehension test each have 10 points with four texts two familiar and two unfamiliar texts. Quantitative analysis was undertaken in this study as a T test applied for both paired samples. The descriptive statistics shows that the arithmetic averages the students` performance on familiar topic larger than the arithmetic average on unfamiliar topic. The analytical statistics that identified the differences between both arithmetic averages shows that the differences among the students' performance on familiar and unfamiliar topic were large and have statistical significance in favor of their performance on familiar topic. Further replication of similar studies is necessary to determine the potential impact of topic familiarity on reading instructions and assessment design.

scholarly journals The Method for the Text Quality Estimation in the Task of Analytical Monitoring of Information Resources

2014 ◽  
Vol 6 (37) ◽  
pp. 144 ◽  
Author(s):  
Alexandra Alexeevna Zaytseva ◽  
Sergey Victorovich Kuleshov ◽  
Sergey Nikolaevich Mikhailov
Keyword(s):  
Information Resources ◽  
Quality Estimation ◽  
Analytical Monitoring ◽  
Text Quality
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