Beyond single-word measures: L2 writing assessment, lexical richness and formulaic competence

System ◽  
2017 ◽  
Vol 69 ◽  
pp. 65-78 ◽  
Author(s):  
Yves Bestgen
Keyword(s):  
Writing Assessment ◽  
L2 Writing ◽  
Single Word ◽  
Lexical Richness

Evaluating rater responses to an online training program for L2 writing assessment

2007 ◽  
Vol 24 (1) ◽  
pp. 37-64 ◽  
Author(s):  
Catherine Elder ◽  
Gary Barkhuizen ◽  
Ute Knoch ◽  
Janet von Randow
Keyword(s):  
Training Program ◽  
Writing Assessment ◽  
Online Training ◽  
L2 Writing

L2 French Writing Assessment: A Methodological Critique

2021 ◽  
Vol 53 (2) ◽  
pp. 11-25
Author(s):  
Sheri Dion
Keyword(s):  
Second Language ◽  
Writing Assessment ◽  
Second Language Writing ◽  
Empirical Studies ◽  
Detailed Examination ◽  
L2 Writing ◽  
Time On Task ◽  
Specific Level ◽  
Language Writing ◽  
L2 Development

This paper presents a methodological critique of three empirical studies in second language (L2) French writing assessment. To distinguish key themes in French L2 writing assessment, a literature review was conducted resulting in the identification of 27 studies that were categorized into three major themes. The three studies examined in this article each represent one theme respectively. Within this analysis, the underlying constructs being measured are identified, and the strengths and limitations are deliberated.  Findings from this detailed examination suggest that three examined studies in L2 French writing assessment have significant methodological flaws that raise questions about the claims being made. From this investigation, several studyspecific  recommendations are made, and four general recommendations for improving French L2 writing assessment are offered: (1) the social setting in which L2 assessments take place ought to be a consideration (2) the difficulty of tasks and time on task should be taken into account (3) greater consistency should be used when measuring and denoting a specific level of instruction (i.e. “advanced”) and (4) universal allusions to “fluency” should be avoided when generalizing one component of L2 competency (such as writing achievement) to other aspects of L2 development. Key words: French writing, methodological critique, written assessment, language assessment, second language writing assessment

Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment

2017 ◽  
Vol 34 (4) ◽  
pp. 493-511 ◽  
Author(s):  
Xiaofei Lu
Keyword(s):  
English Learners ◽  
Writing Assessment ◽  
Rating Scales ◽  
Complexity Analysis ◽  
L2 Writing ◽  
Syntactic Complexity ◽  
Multiple Perspectives ◽  
Writing Research ◽  
Definition Of ◽  
Relationship Of

Research investigating corpora of English learners’ language raises new questions about how syntactic complexity is defined theoretically and operationally for second language (L2) writing assessment. I show that syntactic complexity is important in construct definitions and L2 writing rating scales as well as in L2 writing research. I describe the operationalizations of syntactic complexity measurement in corpus-based L2 writing research, focusing on the Biber Tagger (Biber, Johansson, Leech, Conrad, & Finegan, 1999), Coh-Metrix (McNamara, Graesser, McCarthy, & Cai, 2014), and L2 Syntactic Complexity Analyzer (Lu, 2010), which are three tools commonly used to automate syntactic complexity analysis. A review of findings from recent corpus-based L2 writing studies on the relationship of syntactic complexity to L2 writing quality follows. I conclude with a discussion of the implications of these multiple perspectives on the definition of syntactic complexity in L2 studies.

scholarly journals Enhancing English Learners’ Writing Fluency and Lexical Richness Through Timed Blogging

2016 ◽  
Vol 40 (1) ◽  
pp. 9
Author(s):  
Gilbert Dizon
Keyword(s):  
English Learners ◽  
Writing Development ◽  
L2 Writing ◽  
Writing Fluency ◽  
Efl Learners ◽  
Low Level ◽  
Lexical Richness ◽  
Wide Range ◽  
The Impact ◽  
Positive Effect

This study looked into the effects of timed blogging on L2 writing fluency and lexical richness, i.e., the degree in which a student is able to use a varied and large vocabulary (Laufer & Nation, 1995). The participants consisted of nineteen low-level and intermediate EFL learners at a university in Japan. The students wrote timed blog entries twice a week on a wide-range of topics over the course of 12 weeks. Pre- and post-tests were administered to determine the impact the blogs had on the students’ writing development. Results of the analysis revealed that the blogs had a positive effect on both writing fluency and vocabulary use. Not only do these findings confirm the results found in previous studies concerning blogs and vocabulary enhancement (Fellner & Apple, 2006; Nakatsukasa, 2009), but they also clarify conflicting research regarding the effect that blogs have on writing fluency (Fellner & Apple, 2006; Nakatsukasa, 2009). 本論は、第2言語のライティングの流暢さと語彙の豊かさ、すなわち多様で広範囲な語彙を用いることができる度合(Laufer & Nation, 1995)が、限られた時間内でのブログへの書き込み(timed blogging)に与える影響を調査した。被験者は英語を外国語として学ぶ初級から中級レベルの日本の大学生19名である。学習者は限られた時間内で、ブログに週に2回書き込みを行った。書き込むトピックは多岐にわたり、コース期間中の12週間続けられた。ブログへの書き込みが学習者のライティング力向上に与えた影響を測定するため、事前試験と事後試験を実施した。分析の結果、ブログへの書き込みはライティングの流暢さと語彙使用の両方において、非常に良い影響を及ぼしたことが明らかとなった。これらは、ブログへの書き込みと語彙の増加に関する先行研究(Fellner & Apple, 2006; Nakatsukasa, 2009)の結果を立証するだけではなく、ブログへの書き込みがライティングの流暢さに与えうる効果に関しては、先行研究(Fellner & Apple, 2006; Nakatsukasa, 2009) の相反する研究結果をより明らかにした、つまり、本研究の結果がその効果を明らにした。

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