【SSCI】教育学期刊《Assessing Writing》最新论文推送（2024年10月）

《Assessing Writing》共56篇，祝大家阅读愉快。

《EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach》

《英语专业学生议论文写作中句法复杂性的发展: 潜在类增长分析(LCGA)》

作者：Lawrence Jun Zhang · Zhang Jian-hua

英文摘要：The study explored EFL students' development of syntactic complexity by employing the Latent Class Growth Analysis (LCGA) approach. A total of 214 tertiary EFL students from Southwest China were invited to write four argumentative essays over an academic semester. The unconditional models of LCGA were utilized to explore the optimal latent classes of students' development trajectories of syntactic complexity. The conditional models of LCGA were employed to investigate the predictive effect of English proficiency on the optimal latent classes. Results of the unconditional models revealed different latent classes of development trajectories for six indices of syntactic complexity rather than the remaining ones, which offers tentative evidence for the heterogeneity of L2 development trajectories. Results of the conditional models showed that English proficiency did not predict the membership in these latent classes. These results are discussed and implications for L2 instruction are attempted.

中文摘要：本研究采用潜在类增长分析(LCGA)方法探讨了英语学习者句法复杂性的发展。共有214名来自我国西南地区的大学英语学生被邀请在一个学期内写四篇论文。利用 LCGA 的无条件模型探索学生句法复杂性发展轨迹的最优潜类。采用 LCGA 条件模型研究了英语水平对最佳潜在班级的预测作用。无条件模型的结果揭示了六个句法复杂性指标的不同潜在发展轨迹类别，而不是其余的指标，这为二语发展轨迹的异质性提供了初步证据。条件模型的结果表明，英语水平并不能预测这些潜在班级的成员资格。本文对这些结果进行了讨论，并试图对二语教学提供一些启示。

https://doi.org/10.1016/j.asw.2024.100877

《Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development》

《超越准确性的提高: 调查个人和协作反馈处理对二语写作发展的影响》

作者：Carrie Xin Peng

英文摘要：Despite the burgeoning research on exploring learner engagement with feedback, how second language (L2) learners’ engagement with feedback in different processing conditions influences their subsequent writing development is under-explored. This study examines the effects of individual and collaborative processing (languaging) of teacher feedback on Chinese lower-secondary school EFL learners’ writing development. Eighty-one students aged 13–14 with A1-A2 levels of English proficiency (according to the Common European Framework of Reference) from two classes and two experienced English teachers participated in the study. Students were provided with comprehensive teacher feedback and were asked to process feedback provided on three writing tasks through either individual written or collaborative oral languaging over six weeks. Pre-, post-, and delayed post-tests were administered. Students’ writing development was analysed using complexity, accuracy, and fluency measures, as well as content and organisation writing scores. Findings showed that the two conditions did not influence students’ writing complexity and fluency differently, while only the collaborative oral languaging condition contributed to students’ sustainable accuracy gains. Results based on the analytic writing scores suggested that students in the two conditions significantly improved content and organisation scores over time. Pedagogical and research implications regarding implementing the two feedback processing conditions are discussed.

中文摘要：尽管关于反馈学习者参与的研究正在蓬勃发展，但是第二语言学习者在不同的加工条件下参与反馈对其后续写作发展的影响仍然没有得到足够的研究。本研究考察了教师反馈的个体加工和协作加工(语言)对我国初中英语学习者写作发展的影响。参与研究的81名学生年龄在13至14岁之间，他们的英语水平在 A1至 A2之间(根据欧洲统一参考框架) ，分别来自两个班级和两名有经验的英语教师。研究人员向学生提供了全面的教师反馈意见，并要求他们在六周内通过个人书面或协作口头语言处理对三项写作任务提供的反馈意见。测试前、测试后和延迟测试后进行。学生的写作发展分析使用复杂性，准确性和流利的措施，以及内容和组织写作分数。结果表明，两种情境对学生写作复杂性和流利性的影响不存在显著差异，只有协作口语情境有助于学生持续提高写作准确率。基于分析写作分数的结果表明，在这两种情况下，学生的内容和组织能力随着时间的推移而显著提高。讨论了实施这两种反馈处理条件的教学和研究意义。

https://doi.org/10.1016/j.asw.2024.100876

《The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation》

《反馈的动机方面: 不同反馈方式对二语学习者写作动机影响的元分析》

作者：Yiwen Cen · Yao Zheng

英文摘要：With the growing body of research on writing feedback and the recognition of the critical role of writing motivation, controversy has emerged over the motivational function of feedback in second language (L2) writing contexts. To provide further evidence for the impact of different feedback practices on L2 learners’ writing motivation, the present meta-analysis synthesizes the results of 13 quantitative studies on the relationship between feedback and L2 writing motivation. It examines the effect of different feedback practices on L2 learners’ writing motivation and the variables moderating the effectiveness of those feedback practices. The results show that feedback generated from multiple sources has the greatest motivational function in L2 writing, followed by single-source feedback, including peer feedback, teacher feedback, and automated feedback. Moderator analysis indicates that feedback type is a statistically significant variable moderating the effectiveness of feedback. In light of the findings, implications for L2 writing instruction and future L2 writing research are discussed.

中文摘要：随着写作反馈研究的不断深入，写作动机的重要作用逐渐被人们所认识，第二语言写作语境中反馈的动机功能问题也引起了广泛的争论。为了进一步证明不同的反馈实践对二语写作动机的影响，本文综合了13项关于反馈与二语写作动机关系的定量研究结果。本文考察了不同的反馈实践对二语学习者写作动机的影响，以及影响反馈实践有效性的变量。结果表明，多源反馈对二语写作的激励作用最大，其次是单源反馈，包括同伴反馈、教师反馈和自动反馈。调节因子分析表明，反馈类型是调节反馈有效性的一个统计学显著变量。根据研究结果，对二语写作教学和未来的二语写作研究进行了探讨。

https://doi.org/10.1016/j.asw.2023.100802

《Writing productivity development in elementary school: A systematic review》

《小学写作生产力发展: 一个系统综述》

作者：Catherine Martin · Julie Dockrell

英文摘要：The ability to produce fluent and coherent written text impacts learning and attainments. Valid and reliable assessments of writing are needed to monitor progression, develop goals for writing and identify struggling writers. In order to inform practice and research a systematic review was conducted to investigate which writing productivity measures captured writing development and identified struggling writers in elementary school. Sixty-seven empirical studies were identified for inclusion, appraised, and their data extracted under the themes of writing genre, duration of writing task, use of priming of topic knowledge prior to the writing assessment, use of planning time, writing modality, gender, age of participants and learning difficulties. Total Number of Words and Correct Word Sequences were the most common means of measuring productivity. Productivity varied significantly between genres and durations of writing tasks and was higher in girls than boys. Students with learning difficulties scored significantly lower in writing productivity when compared to typically developing peers. Insufficient research was available to draw conclusions regarding the effects of priming of topic knowledge, planning and modality on writing productivity. Study limitations, links to the assessment of writing and recommended further research are discussed. Access th

中文摘要：写出流畅连贯的书面文字的能力影响学习和成就。有效和可靠的写作评估是必要的，以监测进展，制定写作目标，并确定挣扎的作家。为了给实践和研究提供信息，我们进行了一项系统综述，调查哪些写作生产力指标能够反映写作的发展，以及哪些指标能够识别出小学阶段处境艰难的作家。67项实证研究在写作类型、写作任务持续时间、写作评估前主题知识启动的使用、计划时间的使用、写作方式、性别、参与者年龄和学习困难等主题下进行了纳入、评价和数据提取。单词总数和正确的单词顺序是衡量生产力最常用的方法。在写作任务的类型和持续时间方面，生产力差异很大，女孩的生产力高于男孩。学习困难的学生在写作效率方面的得分明显低于典型的发展中学生。目前还没有足够的研究来得出关于主题知识、计划和形式的启动对写作效率的影响的结论。讨论了研究的局限性、写作评估的链接以及推荐的进一步研究。进入

https://doi.org/10.1016/j.asw.2024.100834

《Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit》

《统计写作中形成性反馈的可视化: DocuScope Write & Audit 对学生写作动机的探索性研究》

作者：Michael Laudenbach · David West Brown · Guo Zhi-yu · Suguru Ishizaki · Alex Reinhart · Gordon Weinberg

英文摘要：Recently, formative feedback in writing instruction has been supported by technologies generally referred to as Automated Writing Evaluation tools. However, such tools are limited in their capacity to explore specific disciplinary genres, and they have shown mixed results in student writing improvement. We explore how technology-enhanced writing interventions can positively affect student attitudes toward and beliefs about writing, both reinforcing content knowledge and increasing student motivation. Using a student-facing text-visualization tool called Write & Audit, we hosted revision workshops for students (n = 30) in an introductory-level statistics course at a large North American University. The tool is designed to be flexible: instructors of various courses can create expectations and predefine topics that are genre-specific. In this way, students are offered non-evaluative formative feedback which redirects them to field-specific strategies. To gauge the usefulness of Write & Audit, we used a previously validated survey instrument designed to measure the construct model of student motivation (Ling et al. 2021). Our results show significant increases in student self-efficacy and beliefs about the importance of content in successful writing. We contextualize these findings with data from three student think-aloud interviews, which demonstrate metacognitive awareness while using the tool. Ultimately, this exploratory study is non-experimental, but it contributes a novel approach to automated formative feedback and confirms the promising potential of Write & Audit.

中文摘要：最近，写作教学中的形成性反馈已经得到了通常被称为自动写作评估工具的技术的支持。然而，这些工具在探索特定学科类型的能力方面是有限的，并且它们在学生写作提高方面表现出了好坏参半的结果。我们探讨了技术强化的写作干预如何能够积极影响学生对写作的态度和信念，既增强了内容知识，又提高了学生的写作动机。我们使用一个面向学生的文本可视化工具“写与审计”，在一所大型北美大学为学生(n = 30)举办了入门级统计课程的修订研讨会。该工具设计灵活: 不同课程的教师可以创建期望值，并预先确定特定类型的主题。通过这种方式，学生可以得到非评价性的形成性反馈，这种反馈将他们重新引导到特定领域的策略。为了衡量写作与审计的有效性，我们使用了一个先前验证过的调查工具来测量学生动机的结构模型(Ling et al. 2021)。我们的研究结果显示，学生的自我效能感和对内容在成功写作中的重要性的信念有显著的提高。我们将这些发现与三个学生有声思维访谈的数据联系起来，这些数据显示了使用该工具时的元认知意识。最终，这个探索性的研究是非实验性的，但是它为自动形成性反馈提供了一种新的方法，并且证实了写作和审计的潜力。

https://doi.org/10.1016/j.asw.2024.100830

《Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese》

《名词短语复杂性与第二语言汉语水平——韩国汉语学习者叙事分析》

作者：Jifeng Wu · Xiaofei Lu

英文摘要：This study examined differences in the overall noun phrase (NP) complexity and the use of specific types of NP modifiers among Korean learners of Chinese as a second language (CSL) at different proficiency levels and first language (L1) Chinese speakers. Our data consisted of a corpus of 134 narratives produced by 103 Korean CSL learners (33 beginner, 37 intermediate, and 33 advanced) and 31 L1 Chinese speakers on the same topic. Each narrative was manually analyzed using seven measures of overall NP complexity and 26 measures based on specific types of NP modifiers. Two measures of overall NP complexity (i.e., complex NP ratio and total length of all complex premodifiers) significantly discriminated all learner proficiency levels. The frequency of several types of NP modifiers consistently decreased or increased from lower to higher proficiency levels, while that of several others showed cross-proficiency fluctuations. Advanced learners demonstrated comparable levels of overall NP complexity as well as similar frequency of usage of specific types of NP modifiers as L1 Chinese speakers, with the exception that the latter used significantly more multiple modifiers. Our findings have useful implications for L2 Chinese writing syntactic complexity research and L2 Chinese writing pedagogy.

中文摘要：本研究考察了不同水平的韩国汉语学习者和母语为汉语的韩国汉语学习者在名词短语复杂性和特定类型的名词短语修饰语使用上的差异。我们的数据由103名韩国 CSL 学习者(33名初学者，37名中级学生和33名高级学生)和31名说一级汉语的人就同一主题编写的134篇叙述文组成。每个叙述被手工分析使用整体 NP 复杂性的7个措施和26个措施的基础上的具体类型的 NP 修饰语。两个测量整体 NP 复杂性的指标(即复数 NP 比率和所有复数前置词的总长度)显著地区分了所有学习者的水平。几种 NP 修饰语的使用频率从较低水平到较高水平不断减少或增加，而其他几种 NP 修饰语的使用频率则呈现交叉水平波动。高级汉语学习者的 NP 复杂性水平与母语汉语学习者相当，但母语汉语学习者的 NP 修饰语使用频率与母语汉语学习者相似，只是母语汉语学习者的 NP 修饰语使用频率明显高于母语汉语学习者。我们的研究结果对二语写作句法复杂性研究和二语写作教学具有一定的指导意义。

https://doi.org/10.1016/j.asw.2024.100810

《A comparison between input modalities and languages in source-based multilingual argumentative writing》

《源语多语议论文写作中输入方式与语言的比较》

作者：Roberto Arias-Hermoso · Ainara Imaz Agirre · Eneritz Garro Larrañaga

英文摘要：This paper examines secondary education students’ multilingual writing based on two input modalities to understand the influence of input on argumentation and sourcing strategies. Participants produced texts in Basque, Spanish and English based on a video or a text, and texts were analysed to explore their production of argumentation elements and sourcing strategies. Differences were found between input modalities in the use of data and rebuttals, and in copying. Across-language differences were also found in the use of data and counterarguments, and in the use of original ideas and paraphrasing. Additionally, complex argumentation elements elicited more original ideas than simple ones. Findings suggest that different writing sub-processes might be activated when composing from different sources and that argumentation and sourcing might be transferable across languages. These results may have important implications for educators in multilingual programs who aim to support their students in acquiring academic writing skills in multiple languages.

中文摘要：本文从两种输入方式出发，考察了中学生的多语写作能力，以了解输入对论证的影响以及多语写作策略的选择。与会者根据视频或文本制作了巴斯克语、西班牙语和英语文本，并对文本进行了分析，以探讨其论证要素的制作和资源战略。输入方式在使用数据和反驳以及复制方面存在差异。在使用数据和反对意见，以及在使用原创思想和释义方面，也发现了跨语言的差异。此外，复杂的论证要素比简单的论证要素引出更多的原创思想。研究结果表明，不同的写作子过程可能会被激活时，从不同的来源，论证和来源可能会跨语言转移。这些结果对于那些致力于支持学生掌握多种语言的学术写作技能的多语种项目的教育工作者可能有重要的意义。

https://doi.org/10.1016/j.asw.2024.100813

《Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn》

《阅读、接受、修改: 写作教学中同行评议与修改关系的个案研究》

作者：Solaire A. Finkenstaedt-Quinn · Field M. Watts · Ginger V. Shultz

英文摘要：Studies examining peer review demonstrate that students can learn from giving feedback to and receiving feedback from their peers, especially when they utilize information gained from the review process to revise. However, much of the research on peer review is situated within the literature regarding how students learn to write. With an increasing use of writing-to-learn in STEM classrooms, it is important to study how students engage in peer review for these types of writing assignments. This study sought to better understand how peer review and revision can support student learning for writing-to-learn specifically, using the lenses of cognitive perspectives of writing and engagement with written corrective feedback. Using a case study approach, we provide a detailed analysis of six students’ written artifacts in response to a writing-to-learn assignment that incorporated peer review and revision implemented in an organic chemistry course. Students demonstrated a range in the types of revisions they made and the extent to which the peer review process informed their revisions. Additionally, students exhibited surface, mid-level, and active engagement with the peer review and revision process. Considering the different engagement levels can inform how we frame peer review to students when using it as an instructional practice.

中文摘要：研究表明，学生可以从给予反馈和从同伴那里得到反馈中学习，特别是当他们利用从复习过程中获得的信息进行复习的时候。然而，大部分关于同行评议的研究都是关于学生如何学习写作的文献。随着 STEM 课堂中越来越多地使用“写作学习”，研究学生如何参与这类写作作业的同行评议就显得十分重要。这项研究试图更好地理解同行评议和修改如何能够支持学生学习具体的写作学习，使用写作的认知观点和参与与书面纠正反馈的镜头。采用案例研究的方法，我们提供了一个详细的分析六个学生的书面工件的回应写到学习作业，包括同行审查和修订实施在一个有机化学课程。学生们展示了他们所做的修改的类型和同行评议过程在多大程度上影响了他们的修改。此外，学生表现出表面，中层，积极参与同行审查和修订过程。考虑到不同的参与水平可以告诉我们如何框架同行审查的学生时，使用它作为一种教学实践。

https://doi.org/10.1016/j.asw.2024.100808

《Effects of errors on ratings of writing performances – Evidence from a high-stakes exam》

《错误对写作成绩评定的影响-来自高风险考试的证据》

作者：Nikola Dobrić

英文摘要：The study reported in the paper starts with a hypothesis that errors observable in writing performances can account for much of the variability of the ratings awarded to them. The assertion is that this may be the case even when prescribed rating criteria explicitly direct rater focus towards successfully performed aspects of a writing performance rather than towards errors. The hypothesis is tested on a sample of texts rated independently of the study, using a five-point analytic rating scale involving ‘Can do’-like descriptors. The correlation between errors and ratings is ascertained using ordinal logistic regression, with Pseudo R2 of 0.51 discerned overall. Thus, with roughly 50% of score variability explainable by error occurrences, the stated hypothesis is considered confirmed. The study goes on to discuss the consequences of the findings and their potential employ in assessment of writing beyond the local assessment context.

中文摘要：本文报告的研究从一个假设开始，即在写作成绩中可观察到的错误可以解释给予他们的评分的多变性。这种观点认为，即使在规定的评分标准明确指导评分者关注写作表现的成功方面，而不是错误方面，情况也可能是这样。该假设是在独立于研究的文本样本上进行测试的，使用五点分析评分量表，包括“可以做”类的描述符。错误与评级之间的相关性是通过序数 Logit模型来确定的，总体上可以识别出伪 R2为0.51。因此，大约50% 的分数变异可以通过错误的发生来解释，所述的假设被认为是确认的。该研究继续讨论这些发现的后果以及它们在超越当地评估背景的写作评估中的潜在应用。

https://doi.org/10.1016/j.asw.2023.100806

《Amplifying test-taker voices in the validation of L2 writing assessment tasks》

《二语写作评价任务验证中扩大测试者声音的研究》

作者：Kerry Pusey · Yuko Goto Butler

英文摘要：Studies have documented how L2 writers utilize digital tools to mediate the process of writing, yet little is known about test-takers’ perceptions of the utility of digital tools in writing assessment tasks. In a previous investigation (Pusey & Butler, in press), we found that international graduate students’ writing performance was different on assessment tasks that varied in terms of access to external writing resources (e.g., spell-check, dictionaries, internet content searches). To better understand the mechanisms underlying these different outcomes, participants’ (n = 20) perceptions of the two task conditions (with or without access to external resources) were examined based on a questionnaire. Results indicated that participants tended to perceive writing tasks that permit access to external resources as more similar to university writing and as better vehicles for demonstrating their academic writing ability. However, they also perceived this task condition as more difficult than the one which disallowed use of external resources. Regarding enjoyment, test-takers’ perceptions were almost evenly divided. Moreover, additional construct-irrelevant factors (e.g., topic, time, task characteristics and processes) appeared to influence perceptions of the tasks. The findings demonstrate the value of listening to test-taker voices to identify construct-irrelevant factors in writing assessments within the context of an increasingly digitalized world.

中文摘要：研究已经记录了二语写作者如何利用数字工具来协调写作过程，然而对于考生对数字工具在写作评估任务中的作用的认知却知之甚少。在之前的一项调查(Pusey & Butler，In press)中，我们发现国际研究生在评估任务中的写作表现是不同的，这些评估任务在获取外部写作资源(例如拼写检查、字典、互联网内容搜索)方面有所不同。为了更好地理解这些不同结果背后的机制，参与者(n = 20)对两种任务条件(有或没有外部资源)的认知是基于问卷调查的。结果表明，参与者倾向于认为能够获得外部资源的写作任务更类似于大学写作，是展示其学术写作能力的更好工具。然而，他们也认为这种任务条件比不允许使用外部资源的任务条件更加困难。在享受方面，考生的感知几乎是平分秋色的。此外，额外的结构无关因素(例如，话题，时间，任务特征和过程)似乎会影响任务的感知。研究结果表明，在日益数字化的世界背景下，倾听考生的声音来确定写作评估中的结构无关因素是有价值的。

https://doi.org/10.1016/j.asw.2023.100790

《Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement》

《通过种族语言学意识形态解读读者: 对学生自我安置证据的调查》

作者：Jennifer Burke Reifman

英文摘要：This article examines a student-centered placement process where matriculating students could write a short, reflective paper to advocate for a new placement. While research describing student writing used in placement processes is often concerned with 1) a student’s ability to accurately articulate their abilities and 2) the perceived validity of a reader evaluating the work, this research applies a raciolinguistic lens (Flores & Rosa, 2015) to understand how students’ perceptions of language appropriateness mediate their self-assessments. Using the raciolinguistic framework to understand types of evidence, this article details how students create and write to a faculty reader during writing produced for placement, paying special attention to the ways in which white supremacist language ideologies are enacted for the benefit of the imagined listening subject/reader.

中文摘要：本文探讨了一个以学生为中心的安置过程中，入学学生可以写一个简短的，反思性的文件，倡导一个新的安置。虽然描述学生写作在就业过程中使用的研究通常涉及1)学生准确表达自己能力的能力和2)读者评价作品的感知有效性，这项研究应用了种族语言学的视角(Flores & Rosa，2015)来理解学生对语言适当性的感知如何调节他们的自我评价。利用种族语言学的框架来理解证据的类型，本文详细描述了学生如何在写作过程中创造和写给教师的读者，特别注意白人至上主义的语言意识形态是如何为了想象的听力主体/读者的利益而制定的。

https://doi.org/10.1016/j.asw.2023.100792

《Assessing metacognition-based student feedback literacy for academic writing》

《基于元认知的学生学术写作反馈素养评估》

作者：Mark Feng Teng · Maggie Ma

英文摘要：Student feedback literacy is essential to writing in a foreign language context. Feedback is a process through which learners become more familiar with their work quality and integrate constructive criticism to produce stronger written work. Implicit in this process is the assumption that learners should not passively receive information but actively seek, generate, process, and use feedback to apply new knowledge in current or subsequent writing tasks. Learners’ metacognitive awareness and skills may influence their participation in feedback-related activities that inform the monitoring and control of their writing process and determine their writing performance. However, little attention has been given to a systematic investigation of metacognition in feedback literacy. The present study, drawing upon a self-regulatory perspective, bridges this gap by fulfilling two purposes: (a) to measure a scale on metacognition-based student feedback literacy; and (b) to delineate the predictive effects of different components of the scale on academic writing performance. The results provided evidence for metacognitive awareness and skills in student feedback literacy and showed the predictive effects of the scale, e.g., feedback-related strategies in participation (FRSP), motivation (M), feedback-related monitoring strategies (FRMS), and strategy knowledge (SK) on EFL learners’ performance in academic writing. Relevant implications were also discussed.

中文摘要：学生的反馈素养对于外语写作至关重要。反馈是一个过程，通过它，学习者更加熟悉自己的工作质量，并整合建设性的批评，以产生更强的书面作品。隐含在这个过程中的假设是，学习者不应该被动地接受信息，而应该主动地寻找、生成、处理和使用反馈，以便在当前或后续的写作任务中应用新的知识。学习者的元认知意识和技能可能会影响他们参与反馈相关的活动，通知监控和控制他们的写作过程，并决定他们的写作表现。然而，对于反馈素养中元认知的系统研究却鲜有人关注。本研究从自我监管的角度出发，通过实现两个目的来弥补这一差距: (a)测量基于元认知的学生反馈素养量表; (b)描述量表的不同组成部分对学术写作成绩的预测效果。研究结果为学生反馈素养的元认知意识和技能提供了证据，并显示了反馈相关参与策略(FRSP)、动机(M)、反馈相关监控策略(FRMS)和策略知识(SK)等量表对英语学习者学术写作成绩的预测作用。讨论了相关影响。

https://doi.org/10.1016/j.asw.2024.100811

《Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP》

《评估视频游戏叙述: 对 ESP 多式联运扫盲评估的启示》

作者：Vicent Beltrán‐Palanques

英文摘要：Research into the contribution of multimodality to language learning is gaining momentum. While most studies pave the way for new understandings of language teaching and learning, there is an increasing demand for comprehensive assessment practices, particularly within higher education contexts. A few studies have emphasized the importance of reflecting on and establishing criteria for the assessment of multimodal literacy. This is necessary to understand students’ contributions in detail and to provide them with effective support in developing their multimodal skills. This study discusses the assessment of multimodal writing in English for Specific Purposes (ESP) contexts. It presents the design of an analytical tool for assessing multimodal texts and provided an example of its application. This tool covers assessment categories such as language use, content expression, interpersonal meaning, multimodality, and creativity and originality. As an example, we focus on the multimodal writing of a video game narrative, a genre that requires the integration of multiple modes of communication to convey meaning more effectively. Finally, this study offers pedagogical insights into the assessment of multimodal literacy in ESP.

中文摘要：关于多模态对语言学习的贡献的研究正在取得进展。虽然大多数研究为语言教学和学习的新理解铺平了道路，但对综合评估实践的需求日益增加，特别是在高等教育背景下。一些研究强调了反思和制定多式联运扫盲评估标准的重要性。这是必要的了解学生的贡献，详细和提供有效的支持，发展他们的多模式技能。本研究旨在探讨特定目的英语语境下多式写作的评价。它介绍了一个分析工具的设计，以评估多模态文本，并提供了一个应用实例。本工具涵盖语言运用、内容表达、人际意义、多模式、创意及原创性等评估范畴。作为一个例子，我们集中在一个视频游戏叙事的多模式写作，一种体裁，需要整合多种交流模式，以更有效地传达意义。最后，本研究为 ESP 的多式联合扫盲评估提供了教学方面的见解。

https://doi.org/10.1016/j.asw.2024.100809

《Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior》

《在二语写作中我需要反馈还是避免反馈? 自我效能感和害羞对反馈寻求行为的影响》

作者：Jie Xu · Yabing Wang

英文摘要：Whether second or foreign (L2) writing self-efficacy predicts feedback-seeking behavior (FSB) positively or negatively remains unresolved. Moreover, empirical research regarding the influence of shyness on FSB is lacking. The investigation of self-efficacy, shyness, and FSB addresses how efficacious and shy individuals seek feedback and provides implications for overcoming shyness and recognizing the need to seek feedback for academic growth. Thus, the aim of the present study is to explore the impact of L2 writing self-efficacy and shyness on FSB. A battery of questionnaires was administered to 606 Chinese participants and six L2 learners’ writing experiences were elicited in relation to the three concepts. The quantitative results revealed that linguistic self-efficacy negatively impacted feedback inquiry, whereas performance self-efficacy positively impacted it. Further, self-regulatory self-efficacy had a positive impact on both feedback monitoring and inquiry. Shyness had a positive impact on feedback monitoring. Interviews revealed that L2 learners were confident about grammar and vocabulary in writing, but they struggled with organization, self-monitored feedback to avoid burdening teachers, relied on self-monitoring if feedback was delayed, and inquired about feedback when preparing for tests. Herein, implications for L2 writing pedagogy are provided.

中文摘要：第二或第二外语写作自我效能感对反馈寻求行为(FSB)的预测是积极的还是消极的，目前尚无定论。此外，关于害羞对金融稳定委员会的影响的实证研究也很少。对自我效能感、害羞和 FSB 的调查研究了高效和害羞的个体如何寻求反馈，并为克服害羞和认识到为学术成长寻求反馈的必要性提供了启示。因此，本研究的目的是探讨二语写作自我效能感和害羞感对 FSB 的影响。本研究采用问卷调查的方式，对606名我国学生进行了问卷调查，收集了6名二语学习者的三个概念的写作经验。定量研究结果表明，语言自我效能感对反馈询问产生负向影响，而绩效自我效能感对反馈询问产生正向影响。自我调节效能感对反馈监控和问卷调查均有正向影响。害羞对反馈监控有积极的影响。访谈显示，二语学习者对写作中的语法和词汇有信心，但他们难以组织、自我监控反馈以避免给教师带来负担、如果反馈延迟则依赖自我监控，并在准备考试时询问反馈情况。本文对二语写作教学法提出了一些启示。

https://doi.org/10.1016/j.asw.2023.100805

《A mixed Rasch model analysis of multiple profiles in L2 writing》

《二语写作中多重轮廓的混合 Rasch 模型分析》

作者：Farshad Effatpanah · Purya Baghaei · Mohammad Nabi Karimi

英文摘要：The present study used the Mixed Rasch Model (MRM) to identify multiple profiles in L2 students’ writing with regard to several linguistic features, including content, organization, grammar, vocabulary, and mechanics. To this end, a pool of 500 essays written by English as a foreign language (EFL) students were rated by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist. The ratings were subjected to MRM analysis. Two distinct profiles of L2 writers emerged from the sample analyzed including: (a) Sentence-Oriented and (b) Paragraph-Oriented L2 Writers. Sentence-Oriented L2 Writers tend to focus more on linguistic features, such as grammar, vocabulary, and mechanics, at the sentence level and try to utilize these subskills to generate a written text. However, Paragraph-Oriented Writers are inclined to move beyond the boundaries of a sentence and attend to the structure of a whole paragraph using higher-order features such as content and organization subskills. The two profiles were further examined to capture their unique features. Finally, the theoretical and pedagogical implications of the identification of L2 writing profiles and suggestions for further research are discussed.

中文摘要：本研究采用混合拉希模型(MRM)对二语学习者写作中的多种语言特征进行了识别，包括内容、组织、语法、词汇和力学。为此，四位经验丰富的外语教师使用经验派生的基于描述符的诊断(EDD)检查表对500篇由英语作为外语(EFL)的学生撰写的论文进行了评分。评分进行 MRM 分析。研究样本中出现了两种截然不同的二语写作者特征，分别是: (a)句子导向型和(b)段落导向型二语写作者。面向句子的二语写作者倾向于更多地关注句子层面的语言特征，如语法、词汇和机制，并试图利用这些技能来生成一篇书面文本。然而，段落导向型写作者倾向于超越句子的边界，利用内容和组织技巧等高阶特征来关注整个段落的结构。进一步研究了这两个概要文件，以捕捉它们的独特特征。最后，本文讨论了二语写作概况识别的理论和教学意义，并提出了进一步研究的建议。

https://doi.org/10.1016/j.asw.2023.100803

《Unlocking writing success: Building assessment literacy for students and teachers through effective interventions》

《开启写作成功之门: 通过有效干预，为学生和教师培养评估素养》

作者：Hanieh Shafiee Rad · Rasoul Alipour

英文摘要：As a prerequisite for effective teaching and learning outcomes, assessment literacy (AL) is imperative for both writing teachers and students. Although previous research has stressed the importance of AL in effective writing instruction, few studies have designed or explored interventions that can improve teachers' and students' AL. These interventions play a crucial role in equipping writing teachers with the necessary skills to effectively comprehend, apply, interpret, and critique assessments. Likewise, AL interventions are essential for writing students, as they enhance their knowledge, attitudes, actions, and critique of assessments, enabling them to understand assessment purposes, utilize feedback constructively, and critically evaluate assessment practices. In order to address this gap in the literature, the researchers employed a mixed-method approach, which included pre- and post-tests, as well as semistructured interviews, to design and investigate effective interventions for enhancing AL. For the purpose of this study, we incorporated a four-dimensional conceptual framework for teachers' intervention and a four-phase AL framework for students' intervention as the basis for our investigation. According to the study findings, there were significant disparities between students' writing skills and their writing abilities while also substantial improvements in teachers' writing abilities following intervention. A positive perception of the intervention was also reported by both students and teachers. Thus, these interventions were able to assist students in better understanding assessment criteria and help teachers provide feedback in an effective manner. By implementing effective interventions, students, as well as teachers, will be equipped with the necessary tools to support writing instruction and ultimately achieve higher levels of achievement.

中文摘要：评估素养作为有效教学和学习成果的先决条件，对于写作教师和学生来说都是必不可少的。虽然以往的研究强调了英语写作教学在有效写作教学中的重要性，但很少有研究设计或探索能够提高教师和学生英语写作水平的干预措施。这些干预措施在帮助写作教师掌握有效理解、应用、解释和批判性评估的必要技能方面发挥着至关重要的作用。同样，AL 干预对于写作学生来说是必不可少的，因为它们增强了学生的知识、态度、行动和对评估的批判，使他们能够理解评估的目的，建设性地利用反馈，并批判性地评估评估实践。为了解决文献中的这一差距，研究人员采用了一种混合方法，包括前测和后测，以及半结构化访谈，设计和调查有效的干预措施，以增强 AL。为了进行这项研究，我们采用了一个四维的教师干预概念框架，以及一个四阶段的学生干预能力评估架构，作为调查的基础。研究结果显示，学生的写作技巧与写作能力有显著差异，而教师的写作能力亦有显著改善。学生和教师对干预措施亦有正面的看法。因此，这些干预措施能够帮助学生更好地理解评估标准，并帮助教师以有效的方式提供反馈。通过实施有效的干预措施，学生以及教师将配备必要的工具，以支持写作教学，并最终取得更高的成就。

https://doi.org/10.1016/j.asw.2023.100804

《Exploring the dynamics of student engagement with receiving peer feedback in L2 writing》

《第二语言写作中学生接受同伴反馈的动态研究》

作者：Yuge Zhang · Guo Ying

英文摘要：Although research on student engagement with peer feedback in second and foreign language (L2) writing has attracted some attention in recent years, there has been little emphasis on the dynamic changes in and factors influencing student engagement. Drawing on multiple data sources, we explored how six undergraduate students affectively, cognitively, and behaviorally engaged with receiving peer feedback across three writing cycles in an online TOEFL writing course. The findings revealed that L2 students’ engagement with peer feedback was complex, dynamic, and nonlinear. Affectively, the students experienced fluctuating emotions across tasks, which directly contributed to changes in their behaviors, as positive emotions promoted feedback implementation, while negative emotions hampered it. Cognitively, the students showed dynamic difficulties in understanding peer feedback across tasks, which triggered negative emotions and inappropriate revisions, and noticing/understanding feedback did not guarantee the use of cognitive strategies. Behaviorally, the students manifested different trends of implementing peer feedback and deployed a variety of observable revision strategies across the three writing cycles. Overall, the dynamics of student engagement with receiving peer feedback were found to be influenced by a number of individual and contextual factors, indicating the malleability of L2 students’ engagement with peer feedback.

中文摘要：第二语言和外语写作中同伴反馈的学生参与研究近年来引起了人们的关注，但对学生参与的动态变化和影响学生参与的因素研究较少。利用多种数据资源，我们探讨了六名大学生在托福网络写作课程中，如何在三个写作周期内，以情感、认知和行为方式参与接收同伴反馈。研究结果表明，二语学习者对同伴反馈的参与是复杂的、动态的、非线性的。情感上，学生们在不同的任务中经历了波动的情绪，这直接促进了他们行为的改变，因为积极的情绪促进了反馈的实施，而消极的情绪阻碍了反馈的实施。在认知方面，学生在理解跨任务的同伴反馈时表现出动态的困难，这引发了负面情绪和不适当的修正，而注意/理解反馈并不能保证使用认知策略。从行为上看，学生在三个写作周期中表现出不同的同伴反馈倾向，并采取了不同的修正策略。总体而言，学生接受同伴反馈的动态受到个体因素和语境因素的影响，说明二语学生接受同伴反馈的可塑性。

https://doi.org/10.1016/j.asw.2024.100842

《Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?》

《芬兰和巴基斯坦的 B1级英语学习者在论文中观察到的句法复杂性特征的变化是否完全归因于他们的母语？》

作者：Ghulam Abbas Khushik

英文摘要：This study has explored the syntactic complexity features of English learners at the B1 Common European Framework of Reference (CEFR) (CoE, 2001) level from both Pakistan and Finland. The learners in question were taught English as a Foreign Language (EFL) using different pedagogical methods. This study took into account various factors including the learners' proficiency level, age, and grade, as well as variations in their native language. To assess the impact of the learners' native language and pedagogical methods on syntactic complexity features, twelfth grade EFL students from Upper-Secondary schools in both nations were given identical instructions and time limits to complete an English academic essay on the same topic. The study utilized L2 syntactic complexity analyzer (L2SCA) to extract fourteen syntactic complexity features, and Mann-Whitney U Tests were used to analyze the differences in the syntactic complexity features between the two groups. The study has revealed significant differences between Finnish and Pakistani EFL learners due to variations in their native language and the effects of pedagogical methods on syntactic complexity features. The implications of this study extend to language testing and assessment, the CEFR framework, and pedagogy in both Finland and Pakistan.

中文摘要：本研究以巴基斯坦和芬兰的 B1欧洲共同参考框架(CEFR)为研究对象，探讨了英语学习者的句法复杂性特征。研究对象采用不同的教学方法进行英语作为外语的教学。这项研究考虑了各种因素，包括学习者的熟练程度，年龄，年级，以及在他们的母语的变化。为了评估学习者的母语和教学方法对句法复杂性特征的影响，来自两个国家的 Upper-Secondary 学校的十二年级学生被给予相同的指示和时间限制来完成一篇关于同一主题的英语学术论文。该研究使用二语句法复杂性分析器(l2SCA)提取十四个句法复杂性特征，并使用曼-惠特尼 U 测试来分析两组之间句法复杂性特征的差异。本研究揭示了芬兰语和巴基斯坦语学习者的母语差异和教学方法对句法复杂性特征的影响。这项研究的意义延伸到语言测试和评估，CEFR 框架，以及芬兰和巴基斯坦的教学法。

https://doi.org/10.1016/j.asw.2024.100839

《Engagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye?》

《参与对硕士论文的监督反馈: 导师和学生是否意见一致？》

作者：Madhu Neupane Bastola · Guangwei Hu

英文摘要：Student engagement has attracted much research attention in higher education because of various potential benefits associated with improved engagement. Despite extensive research on student engagement in higher education, little has been written about graduate students’ engagement with supervisory feedback. This paper reports on a study on student engagement with supervisory feedback on master’s theses conducted in the context of Nepalese higher education. The study employed an exploratory sequential mixed-methods design that drew on interviews and a questionnaire-based survey involving supervisors and students from four disciplines at a comprehensive university in Nepal. Analyses of the qualitative and quantitative data revealed significant differences between supervisors’ and students’ perceptions of all types (i.e., affective, cognitive, and behavioral) of student engagement. Significant disciplinary variations were also observed in supervisors’ and students’ perceptions of negative affect, cognitive engagement, and behavioral engagement. Furthermore, disciplinary background and feedback role interacted to shape perceptions of student engagement. These findings have implications for improving student engagement with supervisory feedback.

中文摘要：学生参与已经引起了高等教育研究领域的广泛关注，因为各种潜在的好处与改善参与有关。尽管对学生在高等教育中的参与进行了广泛的研究，但关于研究生参与管理反馈的文章很少。本文报告了一项在尼泊尔高等教育背景下进行的关于学生参与硕士论文监督反馈的研究。这项研究采用了探索性的顺序混合方法设计，利用访谈和问卷调查，调查对象是尼泊尔一所综合性大学的四个学科的导师和学生。对定性和定量数据的分析显示，导师和学生对所有类型(即情感、认知和行为)学生参与的感知存在显著差异。在导师和学生对负面情绪、认知投入和行为投入的感知上，也观察到显著的纪律差异。此外，学科背景和反馈角色相互作用，形成学生参与的看法。这些发现对于提高学生对管理反馈的参与度有一定的意义。

https://doi.org/10.1016/j.asw.2024.100841

《Characteristics of students’ task representation and its association with argumentative integrated writing performance》

《学生任务表征的特点及其与议论文综合写作成绩的关系》

作者：Choo Mui Cheong · Yaping Liu · Ruihui Mu

英文摘要：Task representation denotes students’ interpretation in which what a learning or assessment task required them to do. An argumentative integrated writing task which involves the use of reading materials as claims or evidences for composing an essay, makes the role of task representation more critical than others, as writers may be confused with whether their task is to focus on synthesizing the reading materials that they comprehend, or expressing their own views. With the aim of exploring the characteristics of task representation and its association with integrated writing, this study invited 474 secondary four students from Hong Kong to participate in think aloud writing protocol followed by stimulated recall interview (36 participants), and complete an integrated writing task and a questionnaire (438 participants). Three factors of the task representation were identified as source use, rhetorical purpose and text format, and significant positive correlations were found between the three factors and integrated writing performance. Theoretical and pedagogical implications are discussed.

中文摘要：任务表征是指学生对学习或评估任务要求他们做的事情的理解。讨论型综合写作任务涉及到使用阅读材料作为撰写论文的主张或证据，这使得任务表征的作用比其他任务更加重要，因为作者可能会混淆他们的任务是集中于综合他们理解的阅读材料，还是表达他们自己的观点。为了探讨任务表征的特点及其与综合写作的关系，本研究邀请了474名香港中四学生(36人)参加朗读思维写作实验，然后进行刺激回忆访谈，并完成了一项综合写作任务和一份问卷(438人)。任务表征的三个因素分别是来源使用、修辞目的和文本格式，这三个因素与综合写作成绩之间存在显著的正相关。理论和教学意义进行了讨论。

https://doi.org/10.1016/j.asw.2024.100845

《Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece》

《影响希腊16-18岁中学生议论文第一语言评价的语言因素》

作者：Koskinas Emmanouil · Gavriilidou Zoe · Andras Christos · Angelos Markos

英文摘要：The purpose of this paper is to investigate linguistic factors affecting the evaluation of the argumentative essays in written tests taken by junior and senior students, aged 16 to 18, attending high schools in Greece. To achieve this, we analyzed textual characteristics and scoring of 265 juniors and seniors, graded by 15 different raters. To examine the contribution of linguistic parameters to the assessment, we developed an automated tool to record and evaluate students' lexical and syntactic features in the Greek language. The results revealed that the extensive use of nominal groups including an adjective and a noun and the utilization of both impersonal and passive syntax, as well as adverbs to a lesser extent, contribute the most to positive grading in language tests. Furthermore, we identified a correlation between language and the other criteria of the evaluation rubric, namely content and organization. The paper contributes to the discussion about objectivity in writing evaluation in the Greek setting and to the creation of a rubric that ensures a more effective assessment of writing tasks.

中文摘要：本研究旨在探讨影响希腊16 ~ 18岁高中生议论文笔试成绩的语言因素。为了达到这个目的，我们分析了265名大三和大四学生的语篇特征和分数，分别由15个不同的评分者进行评分。为了检验语言参数对评估的贡献，我们开发了一个自动化工具来记录和评估希腊语学生的词汇和句法特征。结果表明，广泛使用名词性词组(包括形容词和名词)以及非人格句法和被动句法以及副词在语言测试中的作用较小。此外，我们还发现了语言与评估标准的其他标准，即内容和组织之间的相关性。本文有助于讨论在希腊语环境下写作评价的客观性，并有助于创建一个标准，以确保对写作任务进行更有效的评估。

https://doi.org/10.1016/j.asw.2024.100844

《Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process》

《论文模式与计算机模式下汉语写作成绩的比较: 从写作产物和写作过程的角度》

作者：Xiaozhu Wang · Wang Ji-min

英文摘要：As writing is a complex language-producing process dependent on the writing environment and medium, the comparability of computer-based (CB) and paper-based (PB) writing assessments has been studied extensively since the emergence of computer-based language writing assessment. This study investigated the differences in the writing product and process between CB and PB modes of writing assessment in Chinese as a second language, of which the character writing system is considered challenging for learners. The many-facet Rasch model (MFRM) was adopted to reveal the text quality differences. Keystrokes and handwriting trace data were utilized to unveil insights into the writing process. The results showed that Chinese L2 learners generated higher-quality texts with fewer character mistakes in the CB mode. They revised much more, paused shorter and less frequently between lower-level linguistic units in the CB mode. The quality of CB text is associated with revision behavior, whereas pause duration serves as a stronger predictor of PB text quality. The findings suggest that the act of handwriting Chinese characters makes the construct of PB distinct from the CB writing assessment in L2 Chinese. Thus, the setting of the assessment mode should consider the target language use and the test taker’s characteristics.

中文摘要：由于写作是一个依赖于写作环境和媒介的复杂的语言生成过程，自从计算机语言写作评价出现以来，计算机写作评价和纸质写作评价的相似性就得到了广泛的研究。本研究考察了汉语作为第二语言的写作评价中，CB 和 PB 两种写作评价模式在写作结果和写作过程上的差异，认为汉字写作系统对学习者来说是一个挑战。采用多面 Rasch 模型(MFRM)来揭示文本质量的差异。击键和手写痕迹数据被用来揭示写作过程的洞察力。结果表明，我国二语学习者在 CB 模式下产生的语篇质量较高，汉字错误较少。在 CB 模式下，他们在低级语言单位之间修改得更多，停顿时间更短，频率更低。CB 文本的质量与修订行为有关，而停顿时间对 PB 文本质量的预测作用更大。研究结果表明，手写汉字的行为使得 PB 结构有别于第二语言汉语的 CB 写作评价。因此，评价模式的设置应考虑目标语的使用和考生的特点。

https://doi.org/10.1016/j.asw.2024.100849

《Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks》

《探讨任务难度和学习者变量对图片描述写作任务成绩的影响》

作者：Khaled Barkaoui

英文摘要：Picture description (PD) tasks are widely used in second language (L2) teaching, research, and assessment to elicit and/or evaluate L2 learners’ writing performance. However, there is little research on the effects of the characteristics of such tasks on L2 writing performance. This study aimed to examine the effects of task difficulty and learner variables on the linguistic characteristics of responses to the 2020 version of the Duolingo English Test (DET) PD writing tasks. The written responses of 1439 test takers from four first language (L1) backgrounds and at different levels of L2 proficiency to 335 DET PD tasks at two levels of difficulty were analyzed and compared in terms of measures of fluency, accuracy, and complexity using various computer programs. The findings indicated that task difficulty did not affect writing performance significantly; high-proficiency learners tended to perform better than did their low-proficiency counterparts; responses receiving higher scores tended to be longer and more accurate; and learner L1 was significantly associated with writing grades and linguistic features. The findings and their implications for the DET PD task and the DET validity argument are discussed.

中文摘要：图片描述任务被广泛应用于第二语言教学、研究和评估中，以引导和/或评估第二语言学习者的写作成绩。然而，关于这些任务的特点对二语写作成绩的影响的研究却很少。本研究旨在考察任务难度和学习者变量对多邻国英语测试(DET)2020版 PD 写作任务反应语言特征的影响。以1439名来自四种第一语言(L1)背景和不同水平的 L2熟练程度的考生为被试，采用不同的计算机程序对335个 DET PD 任务在两个难度水平下的流利度、准确度和复杂度进行了分析和比较。研究结果表明，任务难度对写作成绩没有显著影响; 高水平的学习者往往比低水平的学习者表现得更好; 得到较高分数的反应往往更长、更准确; 学习者 L1与写作成绩和语言特征显著相关。研究结果及其对 DET PD 任务和 DET 有效性论证的启示进行了讨论。

https://doi.org/10.1016/j.asw.2024.100827

《Thirty years of writing assessment: A bibliometric analysis of research trends and future directions》

《三十年的写作评估: 研究趋势和未来方向的文献计量分析》

作者：Jihua Dong · Yanan Zhao · Louisa Buckingham

英文摘要：This study employs a bibliometric analysis to identify the research trends in the field of writing assessment over the last 30 years (1993–2022). Employing a dataset of 1,712 articles and 52,092 unique references, keyword co-occurrence analyses were used to identify prominent research topics, co-citation analyses were conducted to identify influential publications and journals, and a structural variation analysis was employed to identify transformative research in recent years. The results revealed the growing popularity of the writing assessment field, and the increasing diversity of research topics in the field. The research trends have become more associated with technology and cognitive and metacognitive processes. The influential publications indicate changes in research interest towards cross-disciplinary publications. The journals identified as key venues for writing assessment research also changed across the three decades. The latest transformative research points out possible future directions, including the integration of computational methods in writing assessment, and investigations into relationships between writing quality and various factors. This study contributes to our understanding of the development and future directions of writing assessment research, and has implications for researchers and practitioners.

中文摘要：本研究采用文献计量分析方法，对近30年来(1993-2022)写作评价领域的研究趋势进行了分析。使用1,712篇文章和52,092个独特参考文献的数据集，使用关键词共现分析来确定突出的研究主题，进行共引分析以确定有影响力的出版物和期刊，并使用结构变异分析来确定近年来的变革性研究。研究结果表明，写作评估领域的研究越来越受欢迎，研究课题也越来越多样化。这一研究趋势与技术、认知和元认知过程有着更密切的联系。这些有影响力的出版物表明了人们对跨学科出版物的研究兴趣发生了变化。被确定为写作评估研究的关键场所的期刊在过去三十年中也发生了变化。最新的变革性研究指出了未来可能的发展方向，包括计算方法在写作评价中的整合，以及对写作质量与各种因素之间关系的研究。本研究有助于我们理解写作评价研究的发展和未来方向，并对研究者和实践者有所启示。

https://doi.org/10.1016/j.asw.2024.100862

《Influence of prior educational contexts on directed self-placement of L2 writers》

《先前教育环境对二语写作者定向自我定位的影响》

作者：Youmie J. Kim · Matthew J. Hammill

英文摘要：Directed self-placement (DSP) allows for student agency in writing placement. DSP has been implemented in many composition programs, although it has not been used as widely for L2 writers in higher education. This study investigates the relationship between student placement decisions and students’ prior educational backgrounds, particularly in relationship to whether they had attended an English-medium high school or an intensive English program (IEP). Actual placement results via an exam were compared to 804 students’ self-placement decisions and correlated with their prior educational backgrounds. Findings indicated that most students’ DSP decisions matched actual exam placement results. However, there was a large number of DSP decisions that were higher or lower than exam placement results. Additionally, the longer students studied at an English-medium instruction high school, the more likely they were to place themselves higher than their exam placement. We conclude that DSP can be used in L2 writing programs, but with careful attention to learners’ educational backgrounds, proficiency, and sense of identity.

中文摘要：定向自我安置(DSP)允许学生代理书面安置。DSP 已经在许多作文程序中得到了实现，但在高等教育的二语写作中还没有得到广泛的应用。本研究调查了学生就业决策与学生之前的教育背景之间的关系，特别是与他们是否参加过英语中学或强化英语课程(IEP)之间的关系。通过一次考试的实际安置结果与804名学生的自我安置决定进行了比较，并与他们之前的教育背景进行了相关性分析。结果表明，大多数学生的 DSP 决策符合实际的考试放置结果。然而，有大量的 DSP 决策是高于或低于考试安置结果。此外，学生在以英语为授课语言的高中学习时间越长，他们就越有可能把自己放在比考试排名更高的位置上。我们的结论是 DSP 可以用于二语写作程序，但需要仔细考虑学习者的教育背景、熟练程度和认同感。

https://doi.org/10.1016/j.asw.2024.100870

《"Navigating innovation and equity in writing assessment"》

《在写作评估中引导创新和公平》

作者：Kelly Hartwell · Laura Aull

英文摘要：The 2024 Tools & Technology forum underscores the significant role of emerging writing technologies in shaping writing assessment practices post-COVID-19, emphasizing the necessity of ensuring that these innovations uphold core principles of validity, fairness, and equity. AI-driven tools offer promising improvements but also require careful consideration to ensure that they reflect writing constructs, align with educational goals, and promote equitable assessment practices. Validity is explored through dimensions such as construct, content, and consequential validity, raising questions about how assessment tools may capture the complexity of writing and their broader impacts on educational stakeholders. Fairness in writing assessment is examined with regard to cultural responsiveness and accessibility, and how assessment tools may be designed to accommodate various student needs. Equity extends these considerations by addressing systemic inequities and promoting assessment practices that support diverse learning styles and reduce barriers for marginalized students. The reviews of three assessment tools—PERSUADE 2.0, EvaluMate, and a web application for systematic review writing—illustrate how innovations can support valid, fair, and equitable writing assessments across educational contexts. The forum emphasizes the importance of ongoing dialogue and adaptation to create inclusive and just educational experiences.

中文摘要：2024年工具与技术论坛强调了新兴写作技术在 COVID-19后形成写作评估实践中的重要作用，强调必须确保这些创新坚持有效性，公平性和公平性的核心原则。人工智能驱动的工具提供了有希望的改进，但也需要认真考虑，以确保它们反映书写结构，符合教育目标，并促进公平的评估做法。有效性通过结构、内容和结果有效性等维度进行探讨，提出了评估工具如何捕捉写作的复杂性及其对教育利益相关者的广泛影响的问题。本文从文化反应性和可及性以及如何设计评估工具以满足学生的不同需求两个方面对写作评估的公平性进行了探讨。公平扩大了这些考虑，解决了系统性的不平等问题，促进了支持多样化学习风格和减少边缘化学生障碍的评估做法。本文回顾了三种评估工具—— PERSUADE 2.0、“评估伴侣”和系统综述写作的网络应用程序，阐述了创新如何能够支持跨越教育背景的有效、公平和公正的写作评估。论坛强调必须不断进行对话和调整，以创造包容性和公正的教育经验。

https://doi.org/10.1016/j.asw.2024.100873

《Discourse competence in Hong Kong secondary students’ disciplinary research writing》

《香港中学生学科研究性写作中的话语能力》

作者：Jack Pun · T. T. Sheng · Xiang Li

英文摘要：The study examined the frequency and accuracy of four discourse competence (DC) parameters (i.e., establishment of a smooth old-to-new information flow, stance display, engagement with readers, and mastery of knowledge of discourse structure) in Hong Kong English-as-a-second-language (ESL) secondary students’ disciplinary research reports. The results showed that: (1) elements of establishment of a smooth old-to-new information flow constituted, on average, less than 9 % of the reports’ length, with mean accuracy rates ranging from 64.31 % to 80.33 %; (2) elements of stance display constituted, on average, no more than 3 % of the reports’ length, with mean accuracy rates ranging from 58.33 % to 98.17 %; (3) elements of engagement with readers constituted, on average, no more than 2 % of the reports’ length, with mean accuracy rates ranging from 33.33% to 88.64 %; (4) the mean accuracy rates of mastery of knowledge of discourse structure ranged from 0 % to 100 %. The findings reveal the secondary students’ DC in disciplinary research writing and pinpoint weak areas that instructors can work on. The proposed DC framework forms a foundation for future research on DC in discipline-specific research writing.

中文摘要：研究探讨香港英语为第二语言中学生学科研究报告中四项话语能力(DC)参数(即建立顺畅的新旧信息流、立场展示、与读者互动，以及掌握话语结构知识)的出现频率和准确性。研究结果表明: (1)建立顺畅的新旧信息流的要素平均占报告长度的9% 以下，平均准确率为64.31% ~ 80.33% ; (2)姿态显示的要素平均占报告长度的3% 以下，平均准确率为58.33% ~ 98.17% ;(3)与读者接触的因素平均不超过报告长度的2% ，平均准确率为33.33% ~ 88.64% ; (4)话语结构知识掌握的平均准确率为0% ~ 100% 。研究结果揭示了中学生在学科研究写作方面的不足，并指出了教师可以进行研究的薄弱环节。提出的 DC 框架为今后特定学科研究写作中的 DC 研究奠定了基础。

https://doi.org/10.1016/j.asw.2024.100872

《Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach》

《大粒度、细粒度绝对句法复杂度与二语写作质量评估的模拟关系: SEM 方法》

作者：Yuxin Peng · Yafu Zheng · Sun Jie · Yue Jiang · Jiexin Lin · Haomin Zhang

英文摘要：The current study investigated the relationships among large-grained and fine-grained aspects of absolute syntactic complexity (SC) and expert-assessed writing quality of 446 argumentative writing samples of college-level Chinese EFL learners. Computational indices tapping into large-grained and fine-grained aspects of absolute SC were computed by TAASSC and L2SCA. Drawing upon rigorous SEM analyses, this paper demonstrated the utility of computational indices that tap into absolute SC. Overall, the measurements of absolute SC accounted for 42 % of the variance in human-judged overall writing scores. The results revealed that (1) noun phrase (NP) complexity was the underlying cause that determined trained raters’ judgement on argumentative writing quality; (2) among traditional large-grained indices, MLC, CN/C, and CN/T, were dependable metrics in representing SC and predicting writing quality; (3) among fine-grained indices, prepositional phrases and relative clauses as noun modifiers were prominent in representing NP complexity; (4) relative clause and adjectival modifiers had unique and complementary effects to large-grained NP complexity in affording explanations for human judgement; (5) the use of prepositions in NP was the most prominent contributor to the increase of large-grained NP complexity among the noun phrase modifiers in this specific corpus. Situated in previous research, the results provide an opportunity to evaluate L2 writing within the theoretical framework of absolute syntactic complexity.

中文摘要：本研究调查了446个大学英语学习者议论文写作样本的绝对句法复杂度(SC)大粒度和细粒度与专家评定写作质量之间的关系。利用 TAASSC 和 L2SCA 计算绝对值 SC 的大粒度和细粒度方面的计算指标。基于严格的 SEM 分析，本文证明了利用绝对供应链的计算指标的效用。总体而言，绝对 SC 的测量值占人类判断的总体写作分数方差的42% 。研究结果表明: (1)名词短语复杂性是决定评分者对议论文写作质量判断的根本原因; (2)在传统的大粒度指标中，MLC、 CN/C 和 CN/T 是表征 SC 和预测写作质量的可靠指标;(3)在细粒度指标中，介词短语和作为名词修饰语的关系从句在代表 NP 复杂性方面表现突出; (4)关系从句和形容词修饰语在为人类判断提供解释方面对大粒度 NP 复杂性具有独特的补充作用; (5)在 NP 中介词的使用是该特定语料库中名词短语修饰语中大粒度 NP 复杂性增加的最显著因素。这些研究结果为在绝对句法复杂性的理论框架内评价二语写作提供了一个契机。

https://doi.org/10.1016/j.asw.2024.100875

《Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy》

《英语写作课中同伴反馈对学生写作反馈素养的影响》

作者：Fanrong Weng · Cecilia Guanfang Zhao · Shangwen Chen

英文摘要：Despite the increasing scholarly attention towards students’ writing feedback literacy in recent years, empirical explorations of effective approaches to enhancing this capacity remain scarce. While peer feedback often plays an important role in English as a Foreign Language (EFL) writing development, few studies seem to have addressed the potential impacts of peer feedback activities on students’ overall writing feedback literacy. To fill this gap, a mixed-methods study was designed to investigate the effect of peer feedback activities on students’ writing feedback literacy development across such dimensions as appreciating feedback, making judgements, acknowledging different sources of feedback, managing affect, and taking actions with feedback. Two intact classes, one as the experimental group and the other control group, participated in the study. The experimental group engaged in peer feedback activities during the semester (12 weeks), whereas the control group received conventional teacher feedback only. The pre- and post-intervention results based on a writing feedback literacy scale were compared between the two groups, in addition to the analysis of interviews with the teacher and focal students from the experimental group, as well as students’ written assignments and revisions after receiving peer feedback. Results showed that peer feedback activities could significantly improve students’ appreciation of feedback and their ability to make judgements. Nevertheless, no significant changes in other dimensions were identified. These findings extend the current understanding of EFL students’ writing feedback literacy and hold valuable pedagogical implications.

中文摘要：尽管近年来学术界对学生写作反馈能力的关注日益增加，但对提高学生写作反馈能力的有效途径的实证探索仍然很少。同伴反馈在英语作为外语的写作发展中起着重要的作用，但很少有研究探讨同伴反馈活动对学生写作反馈素养的潜在影响。为了填补这一空白，设计了一项混合方法的研究，旨在调查同伴反馈活动对学生写作反馈素养发展的影响，包括欣赏反馈、做出判断、承认不同的反馈来源、管理情感和采取反馈行动等方面。两个完整的班级，一个作为实验组和另一个对照组，参加了研究。实验组在学期内(12周)进行同伴反馈活动，而对照组仅接受传统的教师反馈。基于写作反馈素养量表的干预前和干预后结果在两组之间进行了比较，此外还对实验组的教师和焦点学生进行了访谈分析，以及学生在接受同伴反馈后的书面作业和修订。结果表明，同伴反馈活动能显著提高学生的反馈欣赏能力和判断能力。然而，在其他方面没有明显的变化。这些发现扩展了目前对英语学习者写作反馈素养的认识，具有重要的教学意义。

https://doi.org/10.1016/j.asw.2024.100874

《Exploring the multi-dimensional human mind: Model-based and text-based approaches》

《探索多维人类思维: 基于模型和基于文本的方法》

作者：Min Kyu Kim · Jinho Kim · Ali Heidari

英文摘要：In this study, we conceptualize two approaches, model-based and text-based, grounded on mental models and discourse comprehension theories, to computerized summary analysis. We juxtapose the model-based approach with the text-based approach to explore shared knowledge dimensions and associated measures from both approaches and use them to examine changes in students' summaries over time. We used 108 cases in which we computed model-based and text-based measures for two versions of students' summaries (i.e., initial and final revisions), resulting in a total of 216 observations. We used correlations, Principal Components Analysis (PCA), and Linear Mixed-Effects models. This exploratory investigation suggested a shortlist of text-based measures, and the findings of the PCA demonstrated that both model-based and text-based measures explained the three-dimensional model (i.e., surface, structure, and semantic). Overall, model-based measures were better for tracking changes in the surface dimension, while text-based measures were descriptive of the structure dimension. Both approaches worked well for the semantic dimension. The tested text-based measures can serve as a cross-reference to evaluate students' summaries along with the model-based measures. The current study shows the potential of using multidimensional measures to provide formative feedback on students' knowledge structure and writing styles along the three dimensions.

中文摘要：在本研究中，我们以心智模型和语篇理解理论为基础，提出了基于模型和基于文本的两种方法来进行计算机化 分析。我们将基于模型的方法与基于文本的方法并置，探索来自这两种方法的共享知识维度和相关措施，并使用它们检查学生总结随时间的变化。我们使用了108个案例，计算了基于模型和基于文本的两个版本的学生总结(即，初始和最终修订)的测量结果，共得到216个观察结果。我们使用了相关性、主成分分析(PCA)和线性混合效应模型。这项探索性调查提出了一个基于文本的措施的短名单，PCA 的研究结果表明，基于模型和基于文本的措施解释了三维模型(即表面，结构和语义)。总体而言，基于模型的度量更适合跟踪表面维度的变化，而基于文本的度量描述了结构维度。这两种方法对于语义维度都很有效。被测试的基于文本的测量方法可以作为评价学生的总结和基于模型的测量方法的交叉参考。目前的研究表明，使用多维度测量方法提供形成性反馈的潜力，沿着三个维度的学生的知识结构和写作风格。

https://doi.org/10.1016/j.asw.2024.100878

《Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective》

《写作反馈知识对反馈参与和写作绩效的影响: 跨语言的视角》

作者：Qi Lu · Xinhua Zhu · Siyu Zhu · Yuan Yao

英文摘要：While the educational field has made progress in comprehending student feedback literacy, its impact on feedback engagement and student writing performance remains insufficiently explored. Furthermore, the cross-linguistic perspective has not yet been introduced to the literature on student feedback literacy, even though this approach has seen increased utilization in both L1 and L2 learning research. The current study examined the relationship between L1 and L2 writing feedback literacies and how they may contribute to L2 feedback engagement and L2 writing performance. Data were collected from 231 English major sophomore students from a Chinese university. The structural equation modeling analyses results showed that students’ L1 writing feedback literacy had a positive effect on their L2 writing feedback literacy. Further, L1 writing feedback literacy exerted an indirect effect on L2 writing performance via L2 writing feedback literacy and L2 feedback engagement. These findings underscore the pivotal role of L1 writing feedback literacy in L2 development and provide empirical evidence elucidating the close relationship between student feedback literacy and feedback engagement. The study concludes with pedagogical suggestions based on the observed outcomes.

中文摘要：虽然教育领域在理解学生反馈素养方面取得了进展，但是对于反馈参与和学生写作表现的影响仍然没有得到充分的探索。此外，跨语言视角还没有被引入到学生反馈素养的文献中，尽管这种方法在 L1和 L2学习研究中得到了越来越多的应用。本研究考察了母语和二语写作反馈读写能力之间的关系，以及二语写作反馈读写能力对二语写作反馈参与和二语写作成绩的影响。数据来源于我国某大学231名英语专业二年级学生。结构方程模型分析结果表明，学生的第一语言写作反馈能力对他们的第二语言写作反馈能力有积极的影响。此外，L1写作反馈素养通过 L2写作反馈素养和 L2反馈参与对 L2写作成绩产生间接影响。这些发现强调了母语写作反馈素养在母语发展中的关键作用，并提供了经验证明来阐明学生反馈素养和反馈参与之间的密切关系。本研究以观察结果为基础，提出教学建议。

https://doi.org/10.1016/j.asw.2024.100889

《L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations》

《第二语言硕士和博士生对导师对他们的论文/论文的书面反馈的偏好》

作者：MohammadHamed Hoomanfard

英文摘要：The present study employed a qualitative research design to investigate possible differences between L2 master’s and doctoral students’ preferences for supervisor written feedback. Although the role of learners’ preferences, as a part of attitudinal engagement, has been emphasized in the literature on feedback, there are still niches in the literature that need to be occupied. One of these gaps is the examination of L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations. To bridge this research gap, the researcher interviewed 52 master’s and 21 doctoral Iranian English Language Teaching students. Thematic analysis of the interview data identified five main preferences: feedback that is clear, specific, encouraging, dialogic, and non-appropriative. The examination of interview data showed that both master’s and doctoral students expressed high levels of preference for receiving clear and encouraging feedback. A significantly higher percentage of master’s students expressed their preference for specific comments. In contrast, doctoral students exhibited heightened preferences for non-appropriative and dialogic feedback. The findings also provided insights into the underlying factors that can shape master’s and doctoral students’ preferences. Several practical implications and suggestions for further research are also discussed in this study.

中文摘要：本研究采用质性研究设计，调查了二语硕士和博士生对导师书面反馈的偏好之间可能存在的差异。虽然学习者偏好作为态度参与的一部分在反馈文献中得到了强调，但是在文献中仍然存在需要被占据的细分市场。其中一个差距是二语硕士和博士生对导师对他们的论文/论文的书面反馈的偏好的调查。为了弥补这一研究差距，研究人员采访了52名硕士和21名博士生伊朗英语教学。对访谈数据的主题分析确定了五种主要偏好: 清晰、具体、鼓舞人心、对话性和非专用性的反馈。访谈数据显示，硕士生和博士生都表现出较高的倾向性，希望得到清晰、鼓舞人心的反馈。更高比例的硕士生表达了他们对具体评论的偏好。相比之下，博士生对非专有性和对话性反馈表现出更高的偏好。研究结果还提供了深入了解的潜在因素，可以形成硕士和博士生的偏好。本文还讨论了若干实际意义和进一步研究的建议。

https://doi.org/10.1016/j.asw.2024.100891

《Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality》

《探索模型文本作为说明文反馈工具的使用: 英语学习者的注意力、合并和文本质量》

作者：Long Quoc Nguyen · Bao Trang Thi Nguyen · Phuong Hoang Yen

英文摘要：Model texts as a feedback instrument (MTFI) have proven effective in enhancing L2 writing, yet research on this domain mainly focused on narrative compositions over a three-stage task: i) composing, ii) comparing, and iii) rewriting. The impact of MTFI on learners’ noticing, incorporations, and text quality in expository writing, especially in the Vietnamese context, remains underexplored. To address these gaps, this study aims to investigate the effect of MTFI on 68 Vietnamese EFL undergraduates’ expository writing following a process-product approach. The participants were divided into a control group (CG, N = 33) and an experimental group (EG, N = 35). Both groups attended stages one and three, but only the EG compared their initial writing with a model text in stage two. The results, derived from learners’ note-taking sheets, written paragraphs, and semi-structured interviews, revealed that despite the two groups’ comparability in stage one, the EG demonstrated significantly better text quality than the CG in stage three, particularly in content, lexis, and organization. Furthermore, while the EG largely encountered lexical issues at the outset, they primarily concentrated on content-related and organizational features in the subsequent stages. Based on the findings, recommendations for future research and implications for pedagogy were deliberated.

中文摘要：模型文本作为一种反馈工具(MTFI)已被证明对提高二语写作有效，但该领域的研究主要集中在三个阶段的任务的叙事作文: i)写作，ii)比较，和 iii)重写。MTFI 对学习者的注意力、说明文和语篇质量的影响，尤其是在越南语境中的影响，仍然没有得到充分的研究。为了弥补这些差距，本研究旨在调查 MTFI 对68名越南英语专业本科生采用过程-产品方法的说明文的影响。参与者分为对照组(CG，N = 33)和实验组(EG，N = 35)。两组都参加了第一阶段和第三阶段，但只有 EG 将他们最初的写作与第二阶段的范本进行了比较。研究结果表明，尽管两组学生在第一阶段的表现具有可比性，但在第三阶段的表现中，EG 的文本质量明显优于 CG，尤其是在内容、词汇和组织方面。此外，虽然专家组在开始时主要遇到词汇问题，但在随后阶段主要侧重于与内容有关的组织特征。根据研究结果，对未来的研究和对教育学的启示进行了讨论。

https://doi.org/10.1016/j.asw.2024.100890

《Exploring the development of noun phrase complexity in L2 English writings across two genres》

《探索名词短语复杂性在两种语体二语写作中的发展》

作者：Yixin Wang · Jingyang Jiang

英文摘要：Researchers in second language (L2) writing studies are increasingly focusing on examining complex noun phrases (NPs). However, recent studies on NP complexity show a preference for examining advanced learners’ writings, despite the fact that English writings of early L2 learners already contain many NPs. In the present study, we used a corpus-based approach to investigate the development of NP complexity in argumentative and narrative compositions written by English as a foreign language (EFL) learners with different proficiency levels. The results show that eight NP complexity features presented patterns of growth at different proficiency levels. Among the eight features, attributive adjectives and -ing participles as post-modifiers can both reflect the development and characteristics of Chinese EFL learners’ writings. We also found that genre effect on NP complexity growth was the result of both task-related factors of genres and learners’ genre exposure. Our results largely corroborate the developmental index proposed by Biber et al. (2011), and confirm that NP complexity starts to grow from early stages of learning among L2 English learners with genre-specific features.

中文摘要：第二语言写作研究越来越关注复杂名词短语的研究。然而，近年来关于 NP 复杂性的研究表明，尽管早期二语学习者的英语写作中已经包含了许多 NP 复杂性，但是研究者仍然倾向于考察高级学习者的写作。本研究采用基于语料库的研究方法，考察了不同水平英语学习者议论文和叙事文中 NP 复杂性的发展。结果表明，八个 NP 复杂性特征呈现出不同水平的增长模式。在这八个特征中，定语形容词和定语后置修饰语都能反映我国英语学习者写作的发展和特点。我们还发现体裁效应对 NP 复杂性增长的影响是体裁任务相关因素和学习者体裁暴露的共同作用的结果。我们的研究结果在很大程度上证实了 Biber 等人(2011)提出的发展指数，并且证实了 NP 复杂性在具有体裁特征的二语学习者的早期学习阶段就开始增长。

https://doi.org/10.1016/j.asw.2024.100892

《Understanding the SSARC model of task sequencing: Assessing L2 writing development》

《理解任务排序的 SSARC 模型: 评估二语写作发展》

作者：Mahmoud Abdi Tabari · Yizhou Wang · Michol Miller

英文摘要：This study aimed to explore the impact of task sequencing on the development of second language (L2) writing and investigate how L2 learners performed on three decision-making writing tasks completed in different orders over nine weeks. 120 advanced-high EFL students were randomly assigned to one of three groups and given different task sequences: 1) a simple-medium-complex (SMC) sequence, 2) a complex-medium-simple sequence (CMS), or 3) a random sequence (RDM). Essays were analyzed using measures of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). Results showed that the CALF of L2 writing demonstrated longitudinal development over time in all three task sequencing groups. CALF development was not immediately apparent in the first six weeks, with most measures displaying a significant increase by the end of the ninth week. Furthermore, different task sequences resulted in varying patterns and magnitudes of CALF growth, but no specific sequence was found to be superior overall.

中文摘要：本研究旨在探讨任务排序对第二语言写作发展的影响，并考察第二语言学习者在九周内完成三个不同顺序的决策写作任务时的表现。120名英语专业高年级学生被随机分为三组，分别给予不同的任务序列: 1)简单-中等-复杂(SMC)序列，2)复杂-中等-简单(CMS)序列，或3)随机序列(RDM)。采用句法复杂度、准确度、词汇复杂度和流利度(CALF)等指标对文章进行分析。结果表明，在三个任务测序组中，二语写作的 CALF 随着时间的推移呈现纵向发展。CALF 的发展在前六周并不明显，大多数测量显示在第九周末显著增加。此外，不同的任务序列导致不同的模式和程度的 CALF 生长，但没有特定的序列被发现是优越的总体。

https://doi.org/10.1016/j.asw.2024.100893

《Validating an integrated reading-into-writing scale with trained university students》

《大学生阅读写作综合量表的验证》

作者：Claudia Harsch · Valeriia Koval · Paraskevi Voula Kanistra · Ximena Delgado-Osorio

英文摘要：Integrated tasks are often used in higher education (HE) for diagnostic purposes, with increasing popularity in lingua franca contexts, such as German HE, where English-medium courses are gaining ground. In this context, we report the validation of a new rating scale for assessing reading-into-writing tasks. To examine scoring validity, we employed Weir’s (2005) socio-cognitive framework in an explanatory mixed-methods design. We collected 679 integrated performances in four summary and opinion tasks, which were rated by six trained student raters. They are to become writing tutors for first-year students. We utilized a many-facet Rasch model to investigate rater severity, reliability, consistency, and scale functioning. Using thematic analysis, we analyzed think-aloud protocols, retrospective and focus group interviews with the raters. Findings showed that the rating scale overall functions as intended and is perceived by the raters as valid operationalization of the integrated construct. FACETS analyses revealed reasonable reliabilities, yet exposed local issues with certain criteria and band levels. This is corroborated by the challenges reported by the raters, which they mainly attributed to the complexities inherent in such an assessment. Applying Weir’s (2005) framework in a mixed-methods approach facilitated the interpretation of the quantitative findings and yielded insights into potential validity threads.

中文摘要：在高等教育中，综合任务经常被用于诊断目的，在通用语言环境中越来越流行，例如德语的高等教育，英语为媒介的课程越来越受欢迎。在此背景下，我们报告了一个新的评分量表的验证，以评估从阅读到写作的任务。为了检验评分的有效性，我们采用了 Weir (2005)的社会认知框架进行解释性混合方法设计。我们收集了679个综合表现在四个总结和意见的任务，这是由六个训练有素的学生评分员评定。他们将成为一年级学生的写作老师。我们使用多方面 Rasch 模型来调查评分员的严重性，可靠性，一致性和量表功能。采用主题分析的方法，对有声思维方案、回顾性访谈和焦点小组访谈进行了分析。研究结果显示，评分量表的整体功能与预期相符，并被评分者视为综合结构的有效操作主义。FACETS 分析揭示了合理的可靠性，但暴露了具有一定标准和波段水平的局部问题。评估人员报告的挑战证实了这一点，他们主要将挑战归咎于这种评估所固有的复杂性。应用 Weir (2005)的框架在一个混合的方法方法促进了定量结果的解释，并产生了对潜在的有效性线索的见解。

https://doi.org/10.1016/j.asw.2024.100894

《A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing》

《我国英语专业大学生定时与非定时论文写作语态的比较研究》

作者：Zeng Xiang-min · Jie Liu · Neil Evan Jon Anthony Bowen

英文摘要：As a somewhat elusive and occlusive concept, voice can be a challenging and formidable hurdle for second language (L2) writers. One area that exemplifies this struggle is timed argument writing, where authors must position claims, ideas, and individual perspectives to an existing knowledge base and scholarly community under the confines of time. To enrich our understandings of voice construction in L2 English writers’ timed writing, we explored how 41 Chinese English-major undergraduates deployed authorial voice in two prompt-based argument writing tasks (timed versus untimed). We also sampled their self-reported knowledge, use, and understanding of voice through a survey-based instrument. To compare the quantity and quality of voice construction between the two samples, we measured 10 voice categories, three voice dimensions, and overall voice strength. Results showed that only two categories displayed statistically significant differences in terms of frequencies, but all three voice dimensions and overall voice strength scored significantly higher in untimed writing samples. Based on the results of our text analysis and survey, we further highlight the complexities of voice in L2 writing, provide evidence in support of existing voice rubrics, and make practical suggestions for teaching and assessing voice in writing.

中文摘要：作为一个有点难以捉摸和闭塞的概念，声音可以是一个挑战和第二语言(L2)的作家强大的障碍。这种斗争的一个例证是定时论证写作，其中作者必须在时间的限制下，对现有的知识库和学术团体提出主张、观点和个人观点。为了丰富我们对第二语言英语作者限时写作中声音结构的理解，我们研究了41名我国英语专业大学生在两个基于提示的论证写作任务(限时和非限时)中如何运用作者声音。我们还通过基于调查的工具对他们自我报告的声音知识、使用情况和理解情况进行了抽样调查。为了比较两个样本的语音结构的数量和质量，我们测量了10个语音类别、三个语音维度和整体语音强度。结果表明，只有两个类别在频率方面显示出统计学上的显著差异，但所有三个语音维度和整体语音强度在非定时写作样本中得分显著较高。本文在对语篇分析和调查结果的基础上，进一步揭示了二语写作中语态的复杂性，为现有的语态规则提供了依据，并对二语写作中语态的教学和评价提出了切实可行的建议。

https://doi.org/10.1016/j.asw.2024.100896

《The impact of task duration on the scoring of independent writing responses of adult L2-English writers》

《任务持续时间对成人二语写作者独立写作反应评分的影响》

作者：Ben Naismith · Yigal Attali · Geoffrey T. LaFlair

英文摘要：In writing assessment, there is inherently a tension between authenticity and practicality: tasks with longer durations may more closely reflect real-life writing processes but are less feasible to administer and score. What is more, given total testing time, there is necessarily a trade-off between task duration and number of tasks. Traditionally, high-stakes assessments have managed this trade-off by administering one or two writing tasks each test, allowing 20–40 minutes per task. However, research on second language (L2) English writing has not found longer task durations to significantly improve score validity or reliability. Importantly, very few studies have compared much shorter durations for writing tasks to more traditional allotments. To explore this issue, we asked adult L2-English test takers to respond to two writing prompts with either 5-minute or 20-minute time limits. Responses were then evaluated by expert human raters and an automated writing evaluation tool. Regardless of scoring method, short duration scores evidenced equally high test-retest reliability and criterion validity as long duration scores. As expected, longer task duration yielded higher scores, but regardless of duration, test takers demonstrated the entire spectrum of writing proficiency. Implications for writing assessment are discussed in relation to scoring practices and task design.

中文摘要：在写作评估中，真实性和实用性之间存在着内在的张力: 持续时间较长的任务可能更接近于反映现实生活中的写作过程，但不太可行的管理和评分。更重要的是，考虑到总的测试时间，任务持续时间和任务数量之间必然存在权衡。传统上，高风险的评估通过在每个测试中执行一到两个写作任务，每个任务允许20到40分钟来实现这种权衡。然而，对第二语言英语写作的研究并没有发现较长的任务持续时间能够显著提高成绩的有效性和信度。重要的是，很少有研究将较短的写作时间与更传统的分配进行比较。为了探讨这个问题，我们要求成年二语英语考生回应两个写作提示，时间限制分别为5分钟和20分钟。然后由专家评分员和自动写作评估工具对回答进行评估。无论采用何种评分方法，短时间得分与长时间得分一样具有较高的重测信度和标准效度。正如所料，较长的任务持续时间产生较高的分数，但无论持续时间，考生表现出整个谱的写作熟练程度。本文结合评分实践和任务设计讨论了写作评估的意义。

https://doi.org/10.1016/j.asw.2024.100895

《A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports》

《二级 EMI 学习者科技论文写作质量指标语言特征的结构方程研究》

作者：Jack Pun · Wangyin Kenneth Li

英文摘要：While inquiry into the relationship between linguistic features and L2 writing quality has been a long-standing line of research, little scholarly attention has been drawn to the predictive value of linguistic features in assessing the writing quality of English-medium scientific report writing. This study adds to the existing literature by examining the relation of lexical and syntactic complexity to writing quality, based on 106 scientific reports composed by Hong Kong Chinese learners of English in EMI secondary schools. Natural language processing tools were employed to extract computational indices of linguistic complexity features, followed by the use of a structural equation modeling (SEM) approach to investigate their predictive power. The validity of the anticipated construct was confirmed based upon several goodness-of-fit criteria. The SEM analysis indicated that writing quality was predicted by lexical sophistication (i.e., text-based complexity: word range and academic words; psycholinguistic complexity: word familiarity and age-of-acquisition ratings), lexical diversity (i.e., MTLD and VocD), and syntactic complexity (i.e., mean length of sentence and dependent clauses per T-unit). However, the relation of lexical diversity and syntactic complexity to writing quality was mediated by lexical sophistication. Implications for scientific report writing assessment and pedagogy in EMI educational contexts are discussed.

中文摘要：语言特征与二语写作质量的关系是一个长期的研究课题，但对于语言特征在英语科技报告写作质量评估中的预测价值，学术界却鲜有关注。本研究基于106份香港中文英语学习者在百代中学撰写的科学报告，通过考察词汇和句法复杂性与写作质量的关系，对现有文献进行了补充。采用自然语言处理工具提取语言复杂性特征的计算指标，然后利用结构方程建模(SEM)方法研究其预测能力。预期结构的有效性基于几个拟合优度标准得到确认。SEM 分析表明，写作质量由词汇复杂度(即基于文本的复杂度: 词汇范围和学术词汇; 心理语言复杂度: 词汇熟悉度和习得年龄评分) ，词汇多样性(即 MTLD 和 vocD)和句法复杂度(即每个 T 单位的句子和从句的平均长度)来预测。然而，词汇多样性和句法复杂性与写作质量的关系是通过词汇复杂性来调节的。讨论了 EMI 教育背景下科技论文写作评价和教学法的意义。

https://doi.org/10.1016/j.asw.2024.100897

《Effects of task-based language teaching on functional adequacy in L2 writing》

《任务型语言教学对二语写作功能充分性的影响》

作者：Ran Wei · Xiao‐Fan Zhao

英文摘要：Task-based language teaching (TBLT) has generally been reported to enhance second language (L2) writing on linguistic features such as complexity, accuracy, and fluency. The research on how it influences pragmatic dimensions, however, has been scarce. Drawing upon a pretest-posttest design, this study investigates the potential of TBLT in pragmatic development in Chinese high school students’ English writing. Eighty Chinese senior high school students from two parallel classes participated in this study over four weeks. One class as the experimental group received TBLT writing instruction while the other class as the control group maintained the traditional product approach of writing teaching. Pragmatic outcomes were assessed in terms of functional adequacy (i.e., content, task requirements, comprehensibility, and coherence/cohesion) with functional adequacy rating scales. Results showed the salient effects of TBLT in helping students become more functionally adequate in English writing. In particular, it promoted the content, task requirements, and comprehensibility of students’ writing. The coherence and cohesion performance in writing, however, did not demonstrate considerable improvement. Intriguingly, a significant correlation was identified between students’ English proficiency and the coherence/cohesion dimension in their written texts. The study highlights the effectiveness of TBLT in facilitating L2 writing performance from the perspective of pragmatic dimensions and emphasizes the importance of developing students’ pragmatic writing ability. These findings have significant implications for Chinese high school English writing instruction.

中文摘要：以任务为基础的语言教学(TBLT)被普遍认为可以提高二语写作的复杂性、准确性和流畅性。然而，关于它如何影响语用维度的研究却很少。本研究采用前测-后测设计，探讨任务型教学法在我国高中生英语写作语用发展中的作用。八十名来自两个平行班级的我国高中生参与了为期四周的研究。实验组采用任务型教学法，对照组采用传统的产品化写作教学法。根据功能充分性(即内容，任务要求，可理解性和连贯性/凝聚力)评估语用结果。结果表明，任务型教学法在帮助学生提高英语写作能力方面效果显著。特别是提高了学生写作的内容、任务要求和可理解性。然而，写作的连贯性和衔接性并没有显著提高。有趣的是，学生的英语水平与其书面语篇的连贯性和衔接性之间存在显著的相关性。本研究从语用维度出发，强调了任务型教学法在促进二语写作成绩提高方面的有效性，并强调了培养学生语用写作能力的重要性。这些发现对我国高中英语写作教学具有重要意义。

https://doi.org/10.1016/j.asw.2024.100838

《Comparing trained EFL peer reviewers’ feedback: From claim to reality》

《经过培训的 EFL 同行评审反馈比较: 从主张到现实》

作者：Alireza Memari Hanjani

英文摘要：Comparing trained L2 writing student reviewers’ feedback behaviors as well as examining the extent to which their claims are aligned with their actual evaluation practices have received limited scholarly attention. Employing think-aloud protocols, one cause and one effect essays evaluated by five upper-intermediate L2 learners, and follow-up semi-structured interviews, this case study research aimed to explore trained L2 peer reviewers’ feedback behaviors and the matches and mismatches between their claims and evaluation practices. While the first and the second data source compared the participants’ actual feedback practices in terms of nature, type, and validity, the last source probed their claims on peer evaluation. The findings contribute to peer feedback research by emphasizing on the need for individual, customized, and constant peer review training sessions rather than general, all-purpose, and decontextualized instructions which can consequently improve peer feedback quality in L2 writing contexts.

中文摘要：比较受过训练的二语写作学生评价者的反馈行为，以及检查他们的主张与实际评价实践的一致程度，已经受到有限的学术关注。本研究采用有声思维方法，通过五名中高级二语学习者对一篇因果论文的评价，以及后续的半结构化访谈，旨在探讨训练有素的二语同伴评价者的反馈行为，以及他们的主张和评价实践之间的匹配和不匹配。第一个和第二个数据源比较了参与者的实际反馈实践的性质、类型和有效性，最后一个数据源探讨了他们对同伴评价的主张。这些研究结果有助于同行反馈研究，强调需要个人的，定制的，不断的同行评议培训课程，而不是一般的，通用的，脱离语境的指示，从而可以提高同行反馈质量在二语写作环境。

https://doi.org/10.1016/j.asw.2024.100836

《Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?》

《评估写作和拼写兴趣和自信: 图片支持的类型是否影响一年级和三年级学生的反应？》

作者：Aline Alves-Wold · Bente Rigmor Walgermo · Njål Foldnes

英文摘要：An array of pictorial supports (e.g., emojis, geometrical figures, animals) is often used in studies assessing young students’ writing motivation with Likert scales. However, although these images may influence the students’ responses, sufficient rationales for these choices are often absent from the studies. To the best of our knowledge, the present study is the first to investigate two different types of pictorial support (circles vs. faces) in Likert scales assessing first and third graders’ writing interest, self-concept, and spelling interest and self-efficacy. The samples consist of 2197 first graders (mean age 6.8 years) and 1740 third graders (mean age 8.4 years). Results show statistically significant differences among the scales indicating that when face-scales are used, first-graders skip motivation items more often, and students in both grades avoid the minimum values of the scale more often. Gender differences are also found indicating that when face-scales are used, boys in third grade avoid maximum values more often, and girls in both grades avoid the minimum values more often. These findings suggest that the use of circle-scales compared to face-scales seem more appropriate in scales measuring young students’ writing and spelling interest and self-beliefs.

中文摘要：一系列的图片支持(例如，表情符号，几何图形，动物)经常被用于研究评估年轻学生的写作动机与李克特量表。然而，虽然这些图像可能会影响学生的反应，这些选择的充分理由往往缺乏研究。据我们所知，本研究首次调查了 Likert 一、三年级学生的写作兴趣、自我概念、拼写兴趣和自我效能感量表中两种不同类型的图形支持(圆圈与面孔)。样本包括2197名一年级学生(平均年龄6.8岁)和1740名三年级学生(平均年龄8.4岁)。结果表明，使用面部量表时，一年级学生跳过动机项目的次数较多，两年级学生都较多地回避量表的最小值。研究还发现，性别差异表明，当使用面部尺度时，三年级的男孩更经常避免使用最大值，而两个年级的女孩更经常避免使用最小值。这些发现表明，在测量青少年学生的写作、拼写兴趣和自我信念时，使用圆形量表比使用面部量表更为合适。

https://doi.org/10.1016/j.asw.2024.100833

《Validity of automated essay scores for elementary-age English language learners: Evidence of bias?》

《小学英语学习者自动化论文分数的有效性: 偏倚的证据？》

作者：Joshua Wilson · Yue Huang

英文摘要：Given increased prevalence of automated writing evaluation (AWE) systems in classroom settings, more research is needed to explore the potential for bias in automated scores with respect to English language learners (ELLs). Thus, this research study investigated and compared the predictive validity of automated and human scoring methods for elementary-age English ELLs on a writing test designed for ELLs and a state writing test designed for the general population. This study focused on the MI Write AWE system and sampled 2829 students comprising ELLs and non-ELLs in Grades 3–5. Results of multilevel regression analyses and simple slopes estimation indicated that, for ELLs, the automated MI Write score had similar predictive validity to the human score for both writing tests. However, automated and human scores for ELLs were less closely related to the state writing test score than scores for non-ELL students. Findings suggest that MI Write’s automated scoring was not uniquely biased relative to human scoring but does reproduce the same biases evident with human scoring. Implications and directions for future research are discussed.

中文摘要：考虑到自动化写作评价(AWE)系统在课堂环境中越来越普遍，需要更多的研究来探索自动化分数对英语学习者(ELL)的偏倚潜力。因此，本研究调查并比较了自动评分法和人工评分法对小学英语学习者英语学习成绩的预测效度，并分别对小学英语学习者英语学习成绩进行了写作测试和状态写作测试。本研究以英语写作 AWE 系统为研究对象，对3-5年级的2829名学生进行了英语写作教学法和非英语写作教学法的抽样调查。多水平回归分析和简单斜率估计的结果表明，对于 ELL，自动 MI 写作评分对于两种写作测试的预测效度与人类评分相似。然而，ELL 的自动化和人工分数与状态写作测试分数的关系不如非 ELL 学生的分数密切。研究结果表明，MI Write 的自动评分相对于人类评分并不存在唯一的偏差，但确实重现了与人类评分明显相同的偏差。讨论了未来研究的意义和方向。

https://doi.org/10.1016/j.asw.2024.100815

《Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test》

《大规模二语写作测试分析评分模式的构建——以大学英语四级写作测试为例》

作者：Shaoyan Zou · Xun Yan · Jason Fan

英文摘要：This study addresses a critical need in large-scale L2 writing assessment by emphasizing the significance of tailoring assessments to specific teaching and learning contexts. Focusing on the CET-4 writing test in China, the research unfolded in two phases. In Phase I, an empirically-developed analytic rating scale designed for the CET-4 writing test was rigorously validated. Twenty-one raters used this scale to rate 30 essays, and Many-Facets Rasch Model (MFRM) analysis was performed on the rating data. The outcomes demonstrate the scale’s robustness in effectively differentiating examinees’ writing performance, ensuring consistency among raters, and mitigating rater variation at both individual and group level. Phase II extends the research scope by applying the validated scale to score 142 CET-4 writing scripts. Utilizing Hierarchical and K-Means cluster analyses, this phase unveils three distinct score profiles. These findings are significant for both the CET-4 writing test and other L2 large-scale writing assessment. Theoretically, this study introduces a perspective that aims to enhance our understanding of learners’ performance in large-scale L2 writing assessment. Methodologically, this study presents a framework that integrates the validation of the rating scale with the identification of distinct score clusters, thus aiming to provide a more detailed solution for tailoring assessments to specific learning contexts.

中文摘要：本研究通过强调根据特定的教学情境进行写作评估的重要性，来满足大规模二语写作评估的迫切需要。本研究以我国大学英语四级写作测试为研究对象，分两个阶段展开。在第一阶段，一个经验发展的分析评分量表为大学英语四级写作测试设计了严格的验证。21名评分者使用该量表对30篇文章进行评分，并对评分数据进行多方面 Rasch 模型(MFRM)分析。结果表明，该量表在有效区分考生的写作表现、确保评分者之间的一致性以及缓解个体和群体水平的评分者差异方面具有稳健性。第二阶段扩大了研究范围，应用验证量表对142个大学英语四级写作脚本进行了评分。利用层次分析和 K 均值聚类分析，这个阶段揭示了三个不同的得分概况。这些发现对于大学英语四级写作测试和其他大规模的二语写作测试都具有重要意义。从理论上讲，本研究引入了一个视角，旨在提高我们对大规模二语写作评估中学习者表现的理解。在方法论上，本研究提出了一个框架，整合了评分量表的验证与确定不同的分组，从而旨在提供一个更详细的解决方案，裁剪评估的具体学习情况。

https://doi.org/10.1016/j.asw.2024.100826

《Is CJ a valid, reliable form of L2 writing assessment when texts are long, homogeneous in proficiency, and feature heterogeneous prompts?》

《当语篇冗长、语言熟练程度相同、提示语种多样时，CJ 是否是一种有效、可靠的二语写作评估形式？》

作者：Peter Thwaites · Charalambos Kollias · Magali Paquot

英文摘要：Comparative judgement (CJ) is a method of assessment in which judges perform paired comparisons of pieces of student work and decide which one is “better”. CJ has many potential benefits for the writing assessment community, including its reliability, flexibility, and efficiency. However, by reviewing the literature on CJ’s application to L2 writing assessment, we find that while existing studies have established the plausibility of using CJ in this context, they provide little indication of the conditions under which the method is most likely to prove useful. In particular, by focusing on the assessment of relatively short texts, covering a wide proficiency range, and using a single essay prompt, they leave unresolved the question of how such textual factors affect CJ’s reliability and validity. To address this, we conduct two studies exploring the reliability and validity of a community-driven form of CJ for evaluating L2 texts which were longer, featured a narrower proficiency range, and were more topically diverse than earlier studies. Our results suggest that CJ remains reliable under these conditions. In addition, comparison with rubric-based assessment using CEFR scales suggests that the CJ approach also has an acceptable level of validity.

中文摘要：比较判断(CJ)是一种评价方法，在这种方法中，法官对学生的作品进行配对比较，并决定哪一个“更好”。CJ 对写作评估社区有许多潜在的好处，包括它的可靠性、灵活性和效率。然而，通过回顾 CJ 应用于二语写作评估的文献，我们发现，尽管现有的研究已经确立了在这种情况下使用 CJ 的合理性，但是它们几乎没有提供该方法最有可能被证明有用的条件。特别是，通过集中评估相对较短的文本，涵盖了广泛的水平范围，并使用一个单一的论文提示，他们留下了这样的文本因素如何影响 CJ 的信度和有效性的问题。为了解决这一问题，我们进行了两项研究，探索社区驱动的 CJ 形式在评估较长、熟练程度范围较窄、主题多样化的二语文本时的可靠性和有效性。我们的研究结果表明，CJ 在这些条件下仍然是可靠的。此外，与使用 CEFR 量表的基于标准的评估进行比较表明，CJ 方法也具有可接受的有效性水平。

https://doi.org/10.1016/j.asw.2024.100843

《Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test》

《综合写作任务的建构表征与预测效度——多邻国英语写作测试成分研究》

作者：Qin Xie

英文摘要：This study examined whether two integrated reading-to-write tasks could broaden the construct representation of the writing component of Duolingo English Test (DET). It also verified whether they could enhance DET’s predictive power of English academic writing in universities. The tasks were (1) writing a summary based on two source texts and (2) writing a reading-to-write essay based on five texts. Both were given to a sample (N = 204) of undergraduates from Hong Kong. Each participant also submitted an academic assignment written for the assessment of a disciplinary course. Three professional raters double-marked all writing samples against detailed analytical rubrics. Raw scores were first processed using Multi-Faceted Rasch Measurement to estimate inter- and intra-rater consistency and generate adjusted (fair) measures. Based on these measures, descriptive analyses, sequential multiple regression, and Structural Equation Modeling were conducted (in that order). The analyses verified the writing tasks’ underlying component constructs and assessed their relative contributions to the overall integrated writing scores. Both tasks were found to contribute to DET’s construct representation and add moderate predictive power to the domain performance. The findings, along with their practical implications, are discussed, especially regarding the complex relations between construct representation and predictive validity.

中文摘要：本研究考察了两个完整的从阅读到写作任务是否能够拓宽多邻国英语测试(DET)写作成分的结构表征。同时验证了它们能否提高 DET 对大学英语学术写作的预测能力。这些任务分别是: (1)基于两篇原文写一篇 ; (2)基于五篇原文写一篇从读到写的论文。两份样本均以香港本科生为样本(N = 204)。每位学员还提交了一份学术作业，用于评估一门学科课程。三个专业的评分员根据详细的分析标准对所有的写作样本进行双倍评分。原始分数首先使用多面 Rasch 测量进行处理，以估计评分者之间和内部的一致性，并产生调整(公平)措施。在此基础上，进行了描述性分析、序贯多元回归和结构方程建模。分析结果验证了写作任务的基本构成，并评估了它们对整体写作成绩的相对贡献。这两个任务被发现有助于 DET 的结构表示和增加适度的领域性能的预测能力。研究结果，连同其实际意义进行了讨论，特别是关于建构表征和预测效度之间的复杂关系。

https://doi.org/10.1016/j.asw.2024.100846

《How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus》

《句法复杂性指数如何预测汉语写作质量: 统一依存句法注释语料库分析》

作者：Yuxin Hao · Xuelin Wang · Bin Shen · Qihao Yang · Haitao Liu

英文摘要：Previous syntactic complexity (SC) research on L2 Chinese has overlooked a range of Chinese-specific structures and fine-grained indices. This study, utilizing a syntactically annotated Chinese L2 writing corpus, simultaneously employs both large-grained and fine-grained syntactic complexity indices to investigate the relationship between syntactic complexity and writing quality produced by English-speaking Chinese second language (ECSL) learners from macro and micro perspectives. Our findings reveal the following: (a) at a large-grained level of analysis using syntactic complexity indices, the generic syntactic complexity indice (GSC indice) number of T-units per sentence and the Chinese-specific syntactic complexity indice (CSC indice) number of Clauses per topic chain unit account for 14.5% of the total variance in writing scores among ECSL learners; (b) the syntactic diversity model alone accounts for 24.7% of the variance in Chinese writing scores among ECSL learners; (c) the stepwise regression analysis model, which integrates fine-grained SC indices extracted from the syntactically annotated corpus, explains 43.7% of the variance in Chinese writing quality. This model incorporates CSC indices such as average ratio of dependency types per 30 dependency segments, the ratio of adjuncts to sentence end, the ratio of predicate complements, the ratio of numeral adjuncts, the mean length of Topic-Comment-Unit dependency distance, as well as GSC indices like the ratio of main governors, the ratio of attributers, the ratio of coordinating adjuncts, and the ratio of sentential objects. These findings highlight the valuable insights that syntactically annotated fine-grained SC indices offer regarding the writing characteristics of ECSL learners.

中文摘要：以往对二语汉语句法复杂性的研究忽视了一系列汉语特有结构和细粒度指标。本研究利用汉语二语写作语料库，同时采用大粒度和细粒度的句法复杂性指标，从宏观和微观两个角度考察了英语母语的汉语第二语言学习者的句法复杂性与写作质量的关系。研究结果显示: (a)在句法复杂度指数的大粒度分析下，每个句子的一般句法复杂度指数(GSC 指数)和每个话题链单元的汉语特定句法复杂度指数(CSC 指数)占 ECSL 学习者写作成绩总变异量的14.5% ; (b)单独的句法多样性模型占 ECSL 学习者汉语写作成绩变异量的24.7% ; (c)逐步回归分析模型综合了从句法注释语料库中提取的细粒度 SC 指数，解释了汉语写作质量变异量的43.7% 。该模型综合了30个依存关系片段的平均依存类型比例、附加词与句末的比例、谓语补语的比例、数词附加词的比例、主题-评论-单元依存距离的平均长度等 CSC 指标，以及主管比例、属性比例、协调附加词的比例、句子宾语的比例等 GSC 指标。这些发现强调了句法注释的细粒度 SC 指标对于 ECSL 学习者的写作特征提供的有价值的见解。

https://doi.org/10.1016/j.asw.2024.100847

《A teacher’s inquiry into diagnostic assessment in an EAP writing course》

《教师对 EAP 写作课诊断性评价的探讨》

作者：Rabail Qayyum

英文摘要：Research into diagnostic assessment of writing has largely ignored how diagnostic feedback information leads to differentiated instruction and learning. This case study research presents a teacher’s account of validating an in-house diagnostic assessment procedure in an English for Academic Purposes writing course with a view to refining it. I developed a validity argument and gathered and interpreted related evidence, focusing on one student’s performance in and perception of the assessment. The analysis revealed that to an extent the absence of proper feedback mechanisms limited the use of the test, somewhat weakened its impact, and reduced the potential for learning. I propose a modification to the assessment procedure involving a sample student feedback report.

中文摘要：对写作诊断性评估的研究大多忽视了诊断性反馈信息如何导致差异化的教学和学习。这个案例研究提出了一个教师的帐户验证内部诊断评估程序在英语学术用途写作课程，以期完善它。我发展了一个有效性的论点，并收集和解释相关的证据，侧重于一个学生的表现和感知的评估。分析表明，在一定程度上，缺乏适当的反馈机制限制了测试的使用，在一定程度上削弱了测试的影响力，降低了学习的潜力。我建议修改评估程序，包括一份学生反馈报告样本。

https://doi.org/10.1016/j.asw.2024.100848

《EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing》

《评价: 利用人工智能支持学生在写作同伴评价中提供反馈》

作者：Kai Guo

英文摘要：Peer feedback plays an important role in promoting learning in the writing classroom. However, providing high-quality feedback can be demanding for student reviewers. To address this challenge, this article proposes an AI-enhanced approach to peer feedback provision. I introduce EvaluMate, a newly developed online peer review system that leverages ChatGPT, a large language model (LLM), to scaffold student reviewers’ feedback generation. I discuss the design and functionality of EvaluMate, highlighting its affordances in supporting student reviewers’ provision of comments on peers’ essays. I also address the system’s limitations and propose potential solutions. Furthermore, I recommend future research on students’ engagement with this learning approach and its impact on learning outcomes. By presenting EvaluMate, I aim to inspire researchers and practitioners to explore the potential of AI technology in the teaching, learning, and assessment of writing.

中文摘要：同伴反馈对促进写作课堂的学习起着重要作用。然而，提供高质量的反馈对于学生评审员来说是很困难的。为了应对这一挑战，本文提出了一种 AI 增强的方法来提供同行反馈。我介绍了一个新开发的在线同行评审系统，它利用大型语言模型(LLM) ChatGPT 来构建学生评审者的反馈生成。我讨论了“评估伴侣”的设计和功能，强调了它在支持学生评审员对同学的论文提供评论方面的可行性。我还讨论了该系统的局限性，并提出了潜在的解决方案。此外，我建议未来研究学生参与这种学习方法及其对学习结果的影响。通过介绍“评估伴侣”，我的目的是激励研究人员和从业人员探索人工智能技术在写作教学、学习和评估方面的潜力。

https://doi.org/10.1016/j.asw.2024.100864

《Does “more complexity” equal “better writing”? Investigating the relationship between form-based complexity and meaning-based complexity in high school EFL learners’ argumentative writing》

《“更复杂”是否等同于“更好的写作”？高中英语学习者议论文写作中形式复杂性与意义复杂性的关系研究》

作者：Sachiko Yasuda

英文摘要：The study examines the relationship between form-based complexity and meaning-based complexity in argumentative essays written by high school students learning English as a foreign language (EFL) in relation to writing quality. The data comprise argumentative essays written by 102 Japanese high school learners at different proficiency levels. The students’ proficiency levels were determined based on the evaluation of their argumentative essays by human raters using the GTEC rubric. The students’ essays were analyzed from multiple dimensions, focusing on both form-based complexity (lexical complexity, large-grained syntactic complexity, and fine-grained syntactic complexity features) and meaning-based complexity (argument quality). The results of the multidimensional analysis revealed that the most influential factor in determining overall essay scores was not form-based complexity but meaning-based complexity achieved through argument quality. Moreover, the results indicated that meaning-based complexity was strongly correlated with the use of complex nominals rather than clausal complexity. These insights have significant implications for both the teaching and assessment of argumentative essays among high school EFL learners, underscoring the importance of understanding what aspects of writing to prioritize and how best to assess student writing.

中文摘要：本研究考察了英语作为外语的高中生议论文的形式复杂性和意义复杂性与写作质量的关系。这些数据包括102名不同水平的日本高中学生撰写的议论文。学生的能力水平是根据人工评分员使用 GTEC 评分标准对他们的议论文进行评估而确定的。从多个维度对学生的论文进行分析，重点关注基于形式的复杂性(词汇复杂性、大粒度句法复杂性和细粒度句法复杂性特征)和基于意义的复杂性(论证质量)。多维分析结果显示，影响论文总分的最重要因素不是基于形式的复杂性，而是通过论证质量获得的基于意义的复杂性。此外，研究结果表明，基于意义的复杂性与复杂名词的使用密切相关，而与小句的复杂性无关。这些见解对高中英语学习者的议论文教学和评价都有重要意义，强调了理解写作的哪些方面需要优先考虑以及如何最好地评价学生写作的重要性。

https://doi.org/10.1016/j.asw.2024.100867

《Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices》

《沙特大学生英语写作反馈偏好与教师实践的匹配与不匹配》

作者：Muhammad M. M. Abdel Latif · Zainab Alsuhaibani · Asma Alsahil

英文摘要：Though much research has dealt with feedback practices in L2 writing classes, scarce studies have tried to investigate learner and teacher feedback perspectives from a wide angle. Drawing on an 8-dimension framework of feedback in writing classes, this study investigated the potential matches and mismatches between Saudi university students' English writing feedback preferences and their teachers' reported practices. Quantitative and qualitative data was collected using a student questionnaire and a teacher one. The two surveys assessed students' preferences for and teachers' use of 26 writing feedback modes, strategies and activities. A total of 575 undergraduate English majors at 11 Saudi universities completed the student questionnaire, and 82 writing instructors completed the teacher questionnaire. The data analysis revealed that the differences between the students' English writing feedback preferences and their teachers' practices vary from one feedback dimension to another. The study generally indicates that the mismatches between the students' writing feedback preferences and the teachers' reported practices far exceed the matches. The qualitative data obtained from the answers to a set of open-ended questions in both questionnaires provided information about the students' and teachers' feedback-related beliefs and reasons. The paper ends with discussing the results and their implications.

中文摘要：尽管很多研究都涉及到二语写作课堂中的反馈实践，但是很少有研究试图从广泛的角度来考察学习者和教师的反馈观点。本研究采用八维写作反馈框架，考察了沙特大学生英语写作反馈偏好与教师反馈行为之间的潜在匹配与不匹配情况。使用学生问卷和教师问卷收集定量和定性数据。这两项调查评估了学生对26种写作反馈模式、策略和活动的偏好和教师的使用情况。沙特11所大学共有575名英语专业本科生完成了学生问卷调查，82名写作教师完成了教师问卷调查。数据分析表明，学生的英语写作反馈偏好与教师的教学实践之间的差异因反馈维度的不同而不同。研究结果表明，学生的写作反馈偏好与教师报告实践之间的不匹配程度远远大于匹配程度。两份问卷都采用开放式问卷，通过定性分析得到了学生和教师反馈相关信念和原因的信息。本文最后讨论了研究结果及其意义。

https://doi.org/10.1016/j.asw.2024.100863

《Analysis and recommendation system-based on PRISMA checklist to write systematic review》

《分析及推荐系统-根据 PRISMA 检查表撰写系统综述》

作者：Smita Agrawal · Parita Oza · Riya Kakkar · Sudeep Tanwar · Vishv Jetani · Jatin Undhad · Anupam Singh

英文摘要：A systematic review prepared by the researchers or users is transparent, complete, and accurate information that gives deep insights into why the review was done, what they did, and what they found. Various tools can be utilized to conduct a systematic review of the research papers, which is essential for researchers or users who wish to write and publish papers and those who review and evaluate them. By conducting a systematic review, users can gain valuable insights into the landscape of existing literature and identify key trends and influential works in their field from references they used in the article. Many researchers enhance the strength of their systematic review articles by manually preparing and including the analysis of the preferred reporting items for systematic reviews and meta-analyses (PRISMA)-2020 checklist and flow diagram. Motivated by the aforementioned discussion, this paper uses a web-based application to provide a graphical visualization of the analysis and flow diagram for the PRISMA. This application is valuable for stakeholders or users involved in the research process, including researchers, students, editors, reviewers, academic institutions, funding agencies, and publication houses. The proposed application enables stakeholders or users to assess the quality of the articles considered for systematic review more effectively along with the student writing assessment. Offering a visual display of the results from individual studies and syntheses enhances their ability to analyze and interpret the findings of the research articles by analyzing reference of research papers concerning year, entry type, authors, keywords, and journals.

中文摘要：研究人员或用户准备的系统综述是透明、完整和准确的信息，可以深入了解为什么要进行审查、他们做了什么以及他们发现了什么。可以利用各种工具对研究论文进行系统综述分析，这对于希望撰写和发表论文的研究人员或用户以及审阅和评估论文的人来说是必不可少的。通过系统综述，用户可以从文章中的参考文献中获得关于现有文献的有价值的见解，并找出他们所在领域的主要趋势和有影响力的作品。许多研究人员通过手工准备和包括系统评价和荟萃分析(PRISMA)-2020检查表和流程图的首选报告项目的分析，来加强他们的系统综述文章的力度。受上述讨论的启发，本文使用网络应用程序为 PRISMA 的分析和流程图提供了一个图形化的可视化。此应用程序对于参与研究过程的利益相关者或用户非常有价值，包括研究人员、学生、编辑、评论员、学术机构、资助机构和出版社。建议的应用程式可让持份者或使用者在评核学生写作能力的同时，更有效地评核获评为系统综述的文章的质素。通过分析有关年份、条目类型、作者、关键词和期刊的研究论文参考文献，提供个别研究和综合结果的可视化显示，增强了他们分析和解释研究论文结果的能力。

https://doi.org/10.1016/j.asw.2024.100866

《A large-scale corpus for assessing written argumentation: PERSUADE 2.0》

《评估书面论证的大型语料库: PERSUADE 2.0》

作者：Scott A. Crossley · Yuan Tian · Perpetual Baffour · Amy Franklin · Marilen Benner · Ulrich Boser

英文摘要：This research methods article introduces the open source PERSUADE 2.0 corpus. The PERSUADE 2.0 corpus comprises over 25,000 argumentative essays produced by 6th-12th grade students in the United States for 15 prompts on two writing tasks: independent and source-based writing. The PERSUADE 2.0 corpus also provides detailed individual and demographic information for each writer. The goal of the PERSUADE 2.0 corpus is to advance research into relationships between discourse elements, their effectiveness, writing quality, writing tasks and prompts, and demographic and individual differences.

中文摘要：本文介绍了开源 PERSUADE 2.0语料库的研究方法。PERSUADE 2.0语料库包括超过25000篇由美国6-12年级学生撰写的论文，其中15篇是关于两个写作任务的提示: 独立写作和基于原始资料的写作。PERSUADE 2.0语料库还为每位作者提供了详细的个人和人口统计信息。PERSUADE 2.0语料库的目标是促进对话语要素之间的关系、它们的有效性、写作质量、写作任务和提示、人口统计学和个体差异的研究。

https://doi.org/10.1016/j.asw.2024.100865

《Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective》

《从评价框架看英语学习者写作中教师评价语言的书面、音频和视频反馈》

作者：Murad Abdu Saeed · Atef Odeh AbuSa’aleek · Mohammed Abdullah Alharbi

英文摘要：Technology facilitates teacher corrective feedback on students' writing, but there is a need to examine how written, audio and screencast modes affect teacher's evaluative language of electronic (e-) feedback from linguistic approaches. By using the engagement resources of the appraisal framework within Systemic Functional Linguistics, this study examined the effect of written, audio and screencast modes on the instructor's evaluative language in his e-feedback on writing and the text revisions of 15 pairs of Saudi EFL learners. The linguistic analysis of the e-feedback revealed that the instructor's engagement resources differed across the three e-feedback modes. Specifically, the screencast and audio e-feedback modes were dominated by expanding resources (resources expanding the space for dialogue) as opposed to the prevalence of contracting resources (resources limiting/shutting down the space for dialogue) in the written feedback mode. Moreover, the audio and screencast feedback modes contained more statements and suggestions whereas the written feedback mode was dominated by commands/orders and suggested corrections. The content analysis revealed that the screencast e-feedback mode addressed a higher number of global issues in writing; however, the audio and written e-feedback modes addressed a higher number of local issues in writing. Despite the higher overall rate of successful text revisions resulting from the screencast and audio e-feedback modes, no significant differences were found except in relation to students' global text revisions. The study offers useful pedagogical implications for instructors in effectively responding to students' writing.

中文摘要：科技促进了教师对学生写作的纠正反馈，但是有必要从语言学角度研究书面、音频和屏幕播放模式如何影响教师对电子反馈的评价语言。本研究利用系统功能语言学中评价框架的参与资源，对15对沙特阿拉伯英语学习者的电子写作反馈和文本修改中的书面、音频和视频模式对教师评价语言的影响进行了研究。对电子反馈的语言学分析表明，三种电子反馈模式下教师的参与资源存在差异。具体来说，视频和音频电子反馈模式主要是扩大资源(扩大对话空间的资源) ，而不是在书面反馈模式中普遍存在的资源收缩(资源限制/关闭对话空间)。此外，音频和视频反馈模式包含更多的陈述和建议，而书面反馈模式则以命令/命令和建议修正为主。内容分析显示，屏幕电子反馈模式解决了更多的全球性书面问题; 然而，音频和书面电子反馈模式解决了更多的当地书面问题。尽管在视频和音频电子反馈模式下，学生的总体文本修改成功率较高，但除了与全局文本修改有关外，没有发现显著差异。该研究为教师有效回应学生的写作提供了有益的教学启示。

https://doi.org/10.1016/j.asw.2024.100871

《Examining the direct and indirect impacts of verbatim source use on linguistic complexity in integrated argumentative writing assessment》

《论文写作综合评价中逐字来源的使用对语言复杂性的直接和间接影响》

作者：Huiying Cai · Xun Yan

英文摘要：Verbatim source use (VSU) in integrated argumentative writing tasks may enhance linguistic complexity of writing performance. This assistance might present an unequal advantage for test-takers across levels of writing proficiency, engendering validity and fairness concerns. While previous research has mostly examined the relationships between source use characteristics and proficiency levels, the relationship between VSU and linguistic complexity remains underexplored. To further unpack these relationships, this study examined both the direct impact of VSU on linguistic complexity of writing performances and its indirect impact through interaction with writing proficiency. Using natural language processing tools and techniques, we examined 34 linguistic complexity features and three VSU features of 3250 argumentative writing performances on a university-level English Placement Test (EPT). We performed exploratory factor analysis to identify linguistic complexity dimensions and applied mixed-effect models to examine how VSU features and proficiency level impacted these dimensions. Post-hoc analyses suggested weak direct impacts of different VSU features on linguistic complexity, which might reflect different essay writing strategies. However, no meaningful indirect impact was found. The findings help unravel the impact of VSU on argumentative writing and provide empirical evidence for validity arguments for integrated writing assessments.

中文摘要：在综合议论文写作任务中使用逐字原语可能会增加写作成绩的语言复杂性。这种帮助可能会给考生带来不同程度的优势，包括写作水平、有效性和公平性。虽然以往的研究主要是考察源语使用特征与语言水平之间的关系，但是对源语使用特征与语言复杂性之间的关系的研究还很少。为了进一步揭示这些关系，本研究考察了 VSU 对写作成绩语言复杂性的直接影响，以及 VSU 通过与写作水平的交互作用而产生的间接影响。采用自然语言处理工具和技术，对大学英语分级测试(EPT)中3250份议论文写作成绩的34个语言复杂性特征和3个 VSU 特征进行了研究。我们进行了因子分析识别语言复杂性维度，并应用混合效应模型来研究 VSU 特征和熟练程度如何影响这些维度。事后分析表明，不同的 VSU 特征对语言复杂性的直接影响较小，这可能反映了不同的论文写作策略。然而，没有发现有意义的间接影响。研究结果有助于揭示 VSU 对议论文写作的影响，并为综合写作评估的有效性论据提供经验证明。

https://doi.org/10.1016/j.asw.2024.100868

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