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

Pusey, Kerry; Butler, Yuko Goto

doi:10.1016/j.asw.2023.100790

Cited by 1 publication

(4 citation statements)

References 30 publications

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“…An independent t-test showed a significant mean score difference between the two groups, indicating that students who had additional time for writing tasks achieved higher performance. This result corroborates the hypothesis and resembles the findings from prior research (see Biola, 1982;Hale, 1992;Lee, et al, 2021;Margolis, et al, 2020;Powers and Fowles, 1996;Pusey and Butler, 2024;Woods, et al, 2023). The similar finding was also shown in the research by Mardiana, et al (2023) that was conducted in an Indonesian higher education setting.…”

Section: Resultssupporting

confidence: 91%

“…The study found that participants exhibited greater fluency and slightly more grammatically complex IELTS essays within the longer time condition (Mardiana, et al, 2023). The logical argument would be that test takers could synthesize their developed thoughts into a more cohesive flow and allow cognitive processes before writing if given a longer time (Elder et al, 2009;Pusey & Butler, 2024).…”

Section: Resultsmentioning

confidence: 99%

“…Because students' resilience in time-pressured environments is involved as construct irrelevant factor, the factual state of academic writing skill was challenged by the discrepancy in scores impacted by time-related factors (Wu & Erlam, 2016). Thus, in order to address the problems, current research on extended time allocation were conducted (see Lee, et al, 2021;Margolis, et al, 2020;Pusey and Butler, 2024;Woods, et al, 2023) but the findings were diverse.…”

Section: Introductionmentioning

confidence: 99%

“…Studies such as those by Biola (1982), Hale (1992), Knoch and Elder (2010), Lee, et al (2021), Powers and Fowles (1996), Bisriyah (2022), Pusey and Butler (2024), and Woods, et al (2023), have highlighted the significance of time allocation in writing tasks, with parts of the findings suggesting that longer time duration often lead to higher quality compositions. Similar research by Khunder and Harwood (2015) and Wu and Erlam (2016) even found that students' writing score on task achievement were significantly higher when tested without time restriction although other linguistic features were not significantly different.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the impact of time allocation on students’ writing performance: A quantitative study

Ramadhani

2024

Journal of English Language Teaching and Learning

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Many educational institutions have been conducting writing assessments to measure students’ ability in writing, yet little is known about whether time restriction and learning strategies are contributing factors to students’ performance. In Indonesian educational institutions, writing assessments serve as a means to measure students’ proficiency in articulating thoughts in the target language, providing teachers with insights into their linguistic ability. The objective of this study is to determine whether allocating extra time for timed academic essays will substantially enhance the quality of students' writing. Additionally, this study seeks to uncover the correlation between students' L2 learning strategies and their writing performance. This study used a quantitative design. The main instruments were questionnaires and writing tests collected at two parallel classes of a private university in Indonesia, comprising of 50 students in total as the study participants. The quantitative methods used independent t-tests and Spearman’s rho correlation to analyze the data. The result showed that time limit had a significant effect on writing performance (t(34.6)= 3.185, p= .003). Another result indicated minimal to no correlation between writing scores and autonomous learning practices. In conclusion, this study offers valuable and practical implications in the writing assessment industry that there should be a re-evaluation in the administration of writing assessment in educational institutions in Indonesia that truly reflects students’ writing ability.

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