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Yıl 2023, Cilt: 12 Sayı: 2, 174 - 192, 02.02.2024

Saliha Toscu

Öz

Kaynakça

  • Abdelrahim, A. A., & Abdelrahim, A. M. (2020). Teaching and assessing metadiscoursal feature in argumentative writing: A professional development training for EFL teachers. International Journal of Applied Linguistics, 30(2), 70-91.
  • Ahmad, Z. (2021). Teachers’ assessment of academic writing: Implications for language assessment literacy. In S. Hidri (Ed.), Perspectives on language assessment literacy: Challenges for improved student learning (pp. 159-176). Routledge.
  • Anna, H., Qianyi, G., Ying, G., Yanli, X. (2023). Examining the effects of kindergarten writing instruction on emergent literacy skills: A systematic review of the literature. Early Child Development & Care, 193(3), 334-346.
  • Burlando / ELT Research Journal, 2023, 12(2), 174-192 190
  • Basturkmen, H. (2017). Developing writing courses for specific academic purposes. In J. Flowerdew & T. Costley, Discipline-specific writing: Theory into practice (pp. 1-12). Routledge.
  • Chen, C. F., & Cheng, W. Y. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(2), 94-112.
  • Costley, T., & Flowerdew, J. (2017). Introduction. In J. Flowerdew & T. Costley, Discipline-specific writing: Theory into practice (pp. 1-12). Routledge.
  • Curry, M. J., & Hewings, A. (2005). Approaches to teaching writing. In C. Coffin, M. J. Curry, S. Goodman, A. Hewings, T. M. Lillis, & J. Swan (Eds.), Teaching academic writing (pp. 19-45). Routledge.
  • Curry, M. J., & Lillis, T. M. (2005). Issues in academic writing in higher education. In C. Coffin, M. J. Curry, S. Goodman, A. Hewings, T. M. Lillis, & J. Swan (Eds.), Teaching academic writing (pp. 1-19). Routledge.
  • Damanik, J. Y. (2022). Peer feedback to improve Indonesian adult learners’ writing skills: A literature review. Journal of English Teaching, 8(1), 49-58.
  • Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic literacy: The importance and impact of writing across curriculum – A case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.
  • Devanadera, A. (2018). Assessing Vietnamese EFL students’ writing in the light of world Englishes. The Journal of English as an International Language, 13(2), 88-105.
  • Dikli, S. (2010). The nature of automated essay scoring feedback. CALICO Journal, 28(1), 99-134.
  • Eckes, T. (2008). Rater types in writing performance assessments. Language Testing, 25(2), 155-185.
  • Farahian, M. (2015). Assessing EFL learners’ writing metacognitive awareness. Journal of Language and Linguistic Studies, 11(2), 39-51.
  • Franco, R. S., Franco, C. A. G. D. S., Severo, M., Ferreira, M. A., & Karnieli-Miller, O. (2022). Reflective writing in the teaching of communication skills for medical students - A systematic review. Patient Education and Counseling, 105, 1842-1851.
  • González, E. F., & Roux, R. (2013). Exploring the variability of Mexican EFL teachers’ ratings of high school students’ writing ability. Argentinian Journal of Applied Linguistics, 1(2), 61.
  • Duolingo in University Settings: Fostering English Language Acquisition Among Adult and Senior Learners 191 ELT Research Journal.
  • González, E. F., Trejo, N. P., & Roux, R. (2017). Assessing EFL university students’ writing: A study of score reliability. Revista Electrónica de Investigación Educativa, 19(2), 91-103.
  • Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8, 5–16.
  • Li, W. (2022). Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement. Reading and Writing, 35, 2409-2431.
  • Jeong, H. (2015). Rubrics in the classroom: Do teachers really follow them? Language Testing in Asia, 5(6), 1-4.
  • Ma, K. (2013). Improving EFL graduate students’ proficiency in writing through an online automated essay assessing system. English Language Teaching, 6(7), 158-167.
  • Nesi, H., & Gardner, S. (2012). Families of genres of assessed writing. In H. Nesi & S. Gardner (Eds). Genres across the disciplines: Student writing in higher education (pp. 21-56). Cambridge University Press.
  • Obeid, R. (2017). Second language writing and assessment: Voices from within the Saudi EFL context. English Language Teaching, 10(6), 174-181.
  • Ölmezer-Öztürk, E., & Aydin, B. (2018). Toward measuring language teachers’ assessment knowledge: Development and validation of language assessment knowledge scale (LAKS Language Testing in Asia)., 8(20), 1-15.
  • Patiñoa, J. F., Calixto, A. L., Chiappe, A., & Almenarez, F. T. (2020). ICT-Driven writing and motor skills: A review. International Electronic Journal of Elementary Education. 12(5), 489-498.
  • Perumal, K., & Ajit I. (2020). Enhancing writing skills: A review. Psychology and Education, 57(9), 2229-2236.
  • Pu, L., Heng, R., & Cao, C. (2022). The effects of genre on the syntactic complexity of argumentative and expository writing by Chinese EFL learners. Frontiers in Psychology, 13, 1-14.
  • Rezaei, A. R., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39.
  • Ruffini, C., Osmani, F., Martini, C., Giera, W-K., & Pecini, C. (2023). The relationship between executive functions and writing in children: A systematic review. Child Neuropsychology.
  • Qin, W., & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing, 45.
  • Burlando / ELT Research Journal, 2023, 12(2), 174-192 192
  • Sarı, E., & Han, T. (2022). An investigation of Turkish EFL instructors’ beliefs about writing in English. ODÜ Sosyal Bilimler Araştırmaları Dergisi, 12(1), 169-184.
  • Seker, M. (2018). Intervention in teachers’ differential scoring judgments in assessing L2 writing communities of assessment practice. Studies in Educational Evaluation, 59, 209-217.
  • Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
  • Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.
  • Weigle, S. C. (2009). Assessing writing (6th ed.). Cambridge University Press.
  • Weigle, S. C. (2014). Considerations for teaching second language writing. In M. Celce-Murcia, D. M. Rinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4 Ed.) (pp. 222-237). Heinle Cengage Learning.
  • West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay. Journal of Geography in Higher Education, 43(4), 609-617.
  • Westhuizen, G. J. U. (2009). Writing as an instrument for learning. Southern African Linguistics and Applied Language Studies, 27(4), 471-481.
  • Worathumrong, S. (2021). “Show the furby coming is…”: Inference of first language and culture in Thai EFL learners’ paragraph writing. English Language Teaching, 14(10), 92-104.

Assessing Writing in EFL Context

Yıl 2023, Cilt: 12 Sayı: 2, 174 - 192, 02.02.2024

Saliha Toscu

Öz

This paper aims to present an overview of the research studies which investigate assessing writing in English as a foreign language (EFL) contexts, specifically at the university level. The studies published in the period from 2013 to 2023 were included in the review. The papers were scrutinized to display the participant and context features, methodologies adopted, and the research purposes together with their results. The findings were synthesized and discussed in the present review. The paper offers a review of the studies in the field of writing assessment and gives future researchers an understanding of what has been done in the realm.

Anahtar Kelimeler

Assessing Writing Disciplinary Writing EFL University

Kaynakça

  • Abdelrahim, A. A., & Abdelrahim, A. M. (2020). Teaching and assessing metadiscoursal feature in argumentative writing: A professional development training for EFL teachers. International Journal of Applied Linguistics, 30(2), 70-91.
  • Ahmad, Z. (2021). Teachers’ assessment of academic writing: Implications for language assessment literacy. In S. Hidri (Ed.), Perspectives on language assessment literacy: Challenges for improved student learning (pp. 159-176). Routledge.
  • Anna, H., Qianyi, G., Ying, G., Yanli, X. (2023). Examining the effects of kindergarten writing instruction on emergent literacy skills: A systematic review of the literature. Early Child Development & Care, 193(3), 334-346.
  • Burlando / ELT Research Journal, 2023, 12(2), 174-192 190
  • Basturkmen, H. (2017). Developing writing courses for specific academic purposes. In J. Flowerdew & T. Costley, Discipline-specific writing: Theory into practice (pp. 1-12). Routledge.
  • Chen, C. F., & Cheng, W. Y. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(2), 94-112.
  • Costley, T., & Flowerdew, J. (2017). Introduction. In J. Flowerdew & T. Costley, Discipline-specific writing: Theory into practice (pp. 1-12). Routledge.
  • Curry, M. J., & Hewings, A. (2005). Approaches to teaching writing. In C. Coffin, M. J. Curry, S. Goodman, A. Hewings, T. M. Lillis, & J. Swan (Eds.), Teaching academic writing (pp. 19-45). Routledge.
  • Curry, M. J., & Lillis, T. M. (2005). Issues in academic writing in higher education. In C. Coffin, M. J. Curry, S. Goodman, A. Hewings, T. M. Lillis, & J. Swan (Eds.), Teaching academic writing (pp. 1-19). Routledge.
  • Damanik, J. Y. (2022). Peer feedback to improve Indonesian adult learners’ writing skills: A literature review. Journal of English Teaching, 8(1), 49-58.
  • Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic literacy: The importance and impact of writing across curriculum – A case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.
  • Devanadera, A. (2018). Assessing Vietnamese EFL students’ writing in the light of world Englishes. The Journal of English as an International Language, 13(2), 88-105.
  • Dikli, S. (2010). The nature of automated essay scoring feedback. CALICO Journal, 28(1), 99-134.
  • Eckes, T. (2008). Rater types in writing performance assessments. Language Testing, 25(2), 155-185.
  • Farahian, M. (2015). Assessing EFL learners’ writing metacognitive awareness. Journal of Language and Linguistic Studies, 11(2), 39-51.
  • Franco, R. S., Franco, C. A. G. D. S., Severo, M., Ferreira, M. A., & Karnieli-Miller, O. (2022). Reflective writing in the teaching of communication skills for medical students - A systematic review. Patient Education and Counseling, 105, 1842-1851.
  • González, E. F., & Roux, R. (2013). Exploring the variability of Mexican EFL teachers’ ratings of high school students’ writing ability. Argentinian Journal of Applied Linguistics, 1(2), 61.
  • Duolingo in University Settings: Fostering English Language Acquisition Among Adult and Senior Learners 191 ELT Research Journal.
  • González, E. F., Trejo, N. P., & Roux, R. (2017). Assessing EFL university students’ writing: A study of score reliability. Revista Electrónica de Investigación Educativa, 19(2), 91-103.
  • Hamp-Lyons, L. (2002). The scope of writing assessment. Assessing Writing, 8, 5–16.
  • Li, W. (2022). Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement. Reading and Writing, 35, 2409-2431.
  • Jeong, H. (2015). Rubrics in the classroom: Do teachers really follow them? Language Testing in Asia, 5(6), 1-4.
  • Ma, K. (2013). Improving EFL graduate students’ proficiency in writing through an online automated essay assessing system. English Language Teaching, 6(7), 158-167.
  • Nesi, H., & Gardner, S. (2012). Families of genres of assessed writing. In H. Nesi & S. Gardner (Eds). Genres across the disciplines: Student writing in higher education (pp. 21-56). Cambridge University Press.
  • Obeid, R. (2017). Second language writing and assessment: Voices from within the Saudi EFL context. English Language Teaching, 10(6), 174-181.
  • Ölmezer-Öztürk, E., & Aydin, B. (2018). Toward measuring language teachers’ assessment knowledge: Development and validation of language assessment knowledge scale (LAKS Language Testing in Asia)., 8(20), 1-15.
  • Patiñoa, J. F., Calixto, A. L., Chiappe, A., & Almenarez, F. T. (2020). ICT-Driven writing and motor skills: A review. International Electronic Journal of Elementary Education. 12(5), 489-498.
  • Perumal, K., & Ajit I. (2020). Enhancing writing skills: A review. Psychology and Education, 57(9), 2229-2236.
  • Pu, L., Heng, R., & Cao, C. (2022). The effects of genre on the syntactic complexity of argumentative and expository writing by Chinese EFL learners. Frontiers in Psychology, 13, 1-14.
  • Rezaei, A. R., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15(1), 18-39.
  • Ruffini, C., Osmani, F., Martini, C., Giera, W-K., & Pecini, C. (2023). The relationship between executive functions and writing in children: A systematic review. Child Neuropsychology.
  • Qin, W., & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing, 45.
  • Burlando / ELT Research Journal, 2023, 12(2), 174-192 192
  • Sarı, E., & Han, T. (2022). An investigation of Turkish EFL instructors’ beliefs about writing in English. ODÜ Sosyal Bilimler Araştırmaları Dergisi, 12(1), 169-184.
  • Seker, M. (2018). Intervention in teachers’ differential scoring judgments in assessing L2 writing communities of assessment practice. Studies in Educational Evaluation, 59, 209-217.
  • Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
  • Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.
  • Weigle, S. C. (2009). Assessing writing (6th ed.). Cambridge University Press.
  • Weigle, S. C. (2014). Considerations for teaching second language writing. In M. Celce-Murcia, D. M. Rinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4 Ed.) (pp. 222-237). Heinle Cengage Learning.
  • West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay. Journal of Geography in Higher Education, 43(4), 609-617.
  • Westhuizen, G. J. U. (2009). Writing as an instrument for learning. Southern African Linguistics and Applied Language Studies, 27(4), 471-481.
  • Worathumrong, S. (2021). “Show the furby coming is…”: Inference of first language and culture in Thai EFL learners’ paragraph writing. English Language Teaching, 14(10), 92-104.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İkinci Bir Dil Olarak İngilizce
Bölüm Articles
Yazarlar

Saliha Toscu 0000-0002-8179-5444

Yayımlanma Tarihi 2 Şubat 2024
Gönderilme Tarihi 13 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 2

Kaynak Göster

APA Toscu, S. (2024). Assessing Writing in EFL Context. ELT Research Journal, 12(2), 174-192.
 Kapak Resmi İndir