A comparative study of composing processes in reading- and graph-based writing tasks

Yang, Hui-Chun

doi:10.1186/2229-0443-2-3-33

Cited by 6 publications

(2 citation statements)

References 48 publications

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“…In addition to identifying unique cognitive processes within the EFL context, this study also demonstrated that EFL learners engaged in an interactive and recursive composing process (Plakans, 2008;Yang, 2012). The detailed descriptions of axial coding schemes (refer to Section 4.1.1-6) revealed that the identified processes were not entirely independent of each other in sustaining SCWT writing.…”

Section: Writing Process In the Efl Integrated Writingmentioning

confidence: 77%

Exploring and modeling the reading-writing connection in EFL integrated writing

Liu

2023

Front. Psychol.

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Reading-to-write tasks have increasingly been used in high-stakes language tests worldwide; however, the nature of the reading-writing connection is not well understood. This study utilized a mixed-methods approach to ground descriptions of EFL cognitive processes and identify process interaction patterns to determine how reading and writing were connected. Grounded theory analysis of fourteen EFL learners’ writing think-aloud protocols showed that students engaged in an interactive composing process involving source reading, comprehension monitoring, planning, language monitoring, narration monitoring, and continuity evaluation. We also conducted a confirmatory factor model study on 486 EFL learners’ responses to a self-developed writing questionnaire, which covered five factors, including reading monitoring, narration monitoring, ideational planning, continuity evaluation, and skill integration. The findings showed that reading monitoring was the only factor that had a direct and significant impact on skill integration, a composite factor covering discourse synthesizing and source using processes. Based on the discussion of the theoretical, empirical, and pedagogical implications of the current findings, we called for more studies to explore the use of three pillar skills—reading, writing, and language use—to support EFL integrated writing. We also suggested that test designers include explicit rating descriptor(s) for source using to evaluate reading comprehension, and instructors enhance reading instruction to improve task performance.

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Section: Writing Process In the Efl Integrated Writingmentioning

confidence: 77%

Exploring and modeling the reading-writing connection in EFL integrated writing

Liu

2023

Front. Psychol.

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“…The essay questions on Screens 6 and 7 were scored by two graduate students, majoring in English language education, using an overall rating scale ranging from 0 to 5. For the rating scale, Yang's (2012) scoring rubric for the reading-based writing and graph-based writing tasks was used with some modifications to fit the essay questions created in this study (see Table 9 in Appendix). Prior to the start of scoring, a rater training session was conducted.…”

Section: Scoringmentioning

confidence: 99%

Assessing Japanese junior high school students’ English achievement through computer-based testing in the classroom: a case of integrated reading-into-writing continuous task

Niimi

Matsuura

2022

Lang Test Asia

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Introduction This paper describes the exploratory case and initial evaluation of the computer-based testing (CBT) prototype. The advantage of CBT over paper-based testing (PBT) is that it allows us to control the order of questions and provides test takers with continuous tasks capturing their thought processes. Additionally, their response process data such as response time (RT) can be obtained. Taking advantage of these, we created a CBT prototype in the classroom for Japanese junior high school students. Case description A CBT model was created to assess integrated reading and writing ability and was administered to 32 junior high school students. Their process achievement and the relation between the process response and writing quality were analyzed. Students’ RT for each screen was analyzed using hierarchical cluster analysis. Discussion and evaluation We identified not only students facing difficulties at each stage of a series of thought processes but also five clusters that include students spending too much time reading source texts or organizing their ideas. We suggest how CBT can be developed to identify students with difficulties and applied to teaching. Conclusions CBT has the possibility of detecting students who are able to complete the language performance task by controlling the order of answers, asking questions sequentially, and obtaining RT effectively.

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What interpretations can we make from scores on graphic-prompt writing (GPW) tasks? An argument-based approach to test validation

Choi

2021

Assessing Writing

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A comparative study of composing processes in reading- and graph-based writing tasks

Cited by 6 publications

References 48 publications

Exploring and modeling the reading-writing connection in EFL integrated writing

Exploring and modeling the reading-writing connection in EFL integrated writing

Assessing Japanese junior high school students’ English achievement through computer-based testing in the classroom: a case of integrated reading-into-writing continuous task

What interpretations can we make from scores on graphic-prompt writing (GPW) tasks? An argument-based approach to test validation

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