Designing Efficient L2 Writing Assessment Tasks for Low‐Proficiency Learners of English

Abstract

This report describes the development of efficient second language (L2) writing assessment tasks designed specifically for low‐proficiency learners of English to be included in the TOEFL® Essentials™ test. Based on the can‐do descriptors of the Common European Framework of Reference for Languages for the A1 through B1 levels of proficiency, four task types were identified to be prototypical candidate writing tasks for the target test‐taker population (i.e., adolescent and adult low‐proficiency English learners). Those four task types included: (a) Describe a Photo, (b) Write a Review, (c) Chat With a Friend, and (d) Write an E‐mail. These task types were also considered efficient in the framework of the test in that they had the potential to be accessible to low‐proficiency learners and to elicit sufficient spontaneous writing for assessment purposes within a short period of time. In the current study, eight assessment tasks, two for each task type, were developed and piloted with 169 A1–B1 learners of English from Japan and Colombia. The findings revealed that the Describe a Photo and Write an E‐mail tasks performed the best in eliciting substantial language use and emphasizing distinct performance attributes, both characteristics needed for efficiently measuring test takers' writing proficiency as well as discriminating among proficiency levels at the lower end of the spectrum. The report concludes by highlighting some observations on L2 writing assessment task design for low‐proficiency learners of English.

Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write

“…Therefore, this study aims to investigate the effectiveness of teacher-student collaboration through guidedriting instruction for Ethiopian 11th-grade students who have writing difficulties and low motivation to write. While there is little disagreement in the literature about the effectiveness of guided-riting instruction in improving writing difficulties and motivation to write (Aldabbus & Almansouri, 2022;Gebremariam & Hiluf, 2023;Ghulamuddin et al, 2021;Perumal & Ajit, 2022;Sasayama et al, 2021;Veerabudren et al, 2023;Virgiawan et al, 2020), several studies have attempted to demonstrate its role in improving students' writing difficulties and their motivation to write (Abdul-Hakim, 2019; Chaboki & Heidar, 2019;Gebremariam & Hiluf, 2023;Khatri, 2014;Martarini et al, 2020;Ouahidi, 2020;Sabti et al, 2019;Sahle et al, 2023;Shaver et al, 2015). Based on the previous literature, the current study formulates two hypotheses in a positive manner: H1: Guided-writing instruction has an effect on the writing difficulties of Ethiopian secondary school students.…”

“…Participation in small groups (Wright, 2015) motivates students to write and learn (Perumal & Ajit, 2022; Sasayama et al, 2021). The key to successful guided-writing instruction is providing students with opportunities to learn by solving the issues they encounter during the writing process while receiving guidance from the teacher.…”

“…Bulqiyah et al (2021) found that many secondary school students in Ethiopia struggle with writing skills and lack motivation to write, which negatively affects their overall academic performance (Graham et al, 2016; Shaver et al, 2015; Wondim et al, 2023). Insufficient writing instruction and assessment are identified as key factors influencing students’ writing performance (Sasayama et al, 2021; Wright, 2015). Teachers who provide writing guidelines during practice have a significant impact on students’ writing abilities.…”