The Effect of Additional Time on the Quality of Argumentation in L2 Writing Assessment: A Mixed-methods Study

Lee, Senyung; Lim, Gad S.; Basse, Rachel Lofft

doi:10.1080/15434303.2021.1872080

Cited by 11 publications

(6 citation statements)

References 23 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%

“…Concerns regarding the accuracy and validity of the results, however, may arise from the allocation of time in writing administration (Lee, et al, 2021;Weigle, 2002). Hull (2022) argued that timed writings should be integrated into EFL classrooms as this type of exercise would naturally improve learner's writing fluency.…”

Section: Introductionmentioning

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%

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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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Section: Resultssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…According to a post-test questionnaire, most students said the extra 15 minutes were helpful for concept organization and brainstorming. The article discusses the implications of using argumentative writing assessments and improving analytical descriptors for argumentation (Lee et al, 2021). Niemelä & Naukkarinen (2022) focused on academic writing and communication skills in English because they are essential for success in the international scientific community.…”

Section: Common Writing Issues In Eslmentioning

confidence: 99%

Writing Issues in ESL and their Potential Solutions: Case Study IMCO's Foundation Students

Slimi

Alawai²,

Alyani³

et al. 2022

JESR

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This paper studies the common writing mistakes committed by IMCO's foundation students. Therefore, it supports students in addressing their issues and prepares them for their degree studies. The study investigates the common writing mistakes at the foundation level (A1 to B1). To investigate writing problems in linguistic, cultural, educational, and social contexts. To recommend potential dynamic solutions to support IMCO's students and other learners to write better. A team of experts in English language teaching with experience of five to fifteen years in the field conducted an experimental study through the first semester of the academic year 2021–22 on 5 groups, each made of 20 to 27 students. The experiment recorded the common mistakes committed by learners on an excel sheet for ten weeks. The paper also used bibliometric analysis to map errors on the international level by analyzing articles from five recent years (from 2005 to 2022) from Scopus via VOSviewer. Data collected was analyzed via Yale DHlab Raw Graph 2.0 beta. Findings reveal that the main mistakes committed by learners are linked to spelling, punctuation, irrelevant ideas, thesis statement writing, topic, sentence, use of the verbal sentence, verb-subject agreement, run-on sentences, structure, layout issues, and plagiarism issues. Several factors contribute to these issues, including the impact of language one on language two, lack of reading, motivation, and the impact of online learning. Findings also reveal that although lecturers use a student-centred approach, they lack high-tech skills in dealing with writing issues, requiring apps, technology, and artificial intelligence. The paper is valuable as it adds value to teaching productive skills to non-native English speakers, and it combines the use of scientific research methods. Received: 2 August 2022 / Accepted: 24 October 2022 / Published: 5 November 2022

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

Pusey,

Butler

2024

Assessing Writing

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The Effect of Additional Time on the Quality of Argumentation in L2 Writing Assessment: A Mixed-methods Study

Cited by 11 publications

References 23 publications

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

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

Writing Issues in ESL and their Potential Solutions: Case Study IMCO's Foundation Students

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

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