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Diagnosing Chinese College-Level English as a Foreign Language (EFL) Learners' Integrated Writing Capability : = A Mixed Methods Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Diagnosing Chinese College-Level English as a Foreign Language (EFL) Learners' Integrated Writing Capability :/
其他題名:	A Mixed Methods Study.
作者:	Lee, Kwangmin.
面頁冊數:	1 online resource (139 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Language arts. -
電子資源:	click for full text (PQDT)
ISBN:	9798379786151

Diagnosing Chinese College-Level English as a Foreign Language (EFL) Learners' Integrated Writing Capability : = A Mixed Methods Study.
Lee, Kwangmin.

Diagnosing Chinese College-Level English as a Foreign Language (EFL) Learners' Integrated Writing Capability :A Mixed Methods Study. - 1 online resource (139 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2023.

Includes bibliographical references

A sizable body of research has been conducted in second/foreign language testing and assessment (LTA) that provides reliability and validity evidence to the use of integrated writing tasks. However, relatively little research has been conducted to examine integrated writing tasks as a means to provide diagnostic insight for teachers and learners. The current study aims to fill in this lacuna by carrying out mixed methods research, proceeding from quantitative estimation to qualitative exploration.The procedures the current study adopted are as follows. First, an integrated writing assessment was developed with the topic of "eating for professional purposes," and 315 Chinese college-level English as a Foreign Language (EFL) examinees took the test. The collected essays were rated by two experienced raters who have extensive experience of teaching writing to second/foreign language student writers. As for quantitative data analysis, a log-linear cognitive diagnostic model (LCDM) was applied to the integrated writing data. The integrated writing task was conceptualized as consisting of language use, source use, and content, with each of these unobservable attributes measured by surrogate indicators. Then, a Q-matrix, which specifies which items require which attributes for correct response, was developed for LCDM analysis.Results showed that all the attributes were positively correlated, yet to varying degrees. The strongest association was observed between source use and content, with an estimated correlation of .86. This was followed by the correlation between language use and source use (r=.71). Language use and content had the lowest correlation (r=.25). Also, item parameters indicated that language use is more important than the other attributes for obtaining a passing score for the indicators. Lastly, the test-taker classification showed that it is impossible to master source use without other attributes, nor was it possible to master other attributes without source use, demonstrating its dependence on other attributes.To analyze the qualitative data, content analysis was applied. The themes that emerged out of the data include the raters/teachers' identification of important components of integrated writing tasks and the connections between the constructs of integrated writing tasks. The findings of this study have practical implications for the teaching and learning of integrated writing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379786151Subjects--Topical Terms:

556677
Language arts.
Subjects--Index Terms:

Foreign language testingIndex Terms--Genre/Form:

554714
Electronic books.

Diagnosing Chinese College-Level English as a Foreign Language (EFL) Learners' Integrated Writing Capability : = A Mixed Methods Study.
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