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Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
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Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
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Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
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In: Research outputs 2014 to 2021 (2021)
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Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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| 6 |
English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica, Vol 40, Iss 1, Pp 59-74 (2021) (2021)
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| 7 |
The effects of learning lexical chunks on the English writing proficiency of Chinese-speaking tertiary students in Australia
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In: Theses: Doctorates and Masters (2020)
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| 9 |
English language requirements in the current international scientific publishing world: A content analysis of submission guidelines in chemical engineering
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 40, 2020, pags. 59-74 (2020)
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| 10 |
Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom
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In: Language Arts Journal of Michigan (2019)
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| 11 |
Developing a Community of Academic Writers: Using Social Media to Support Academic Accountability, Motivation, and Productivity
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In: Faculty Publications (2019)
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| 12 |
The effects of deductive, inductive and a combination of both types of grammar instruction in pre-sessional classes in higher education
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| 13 |
Evaluación de la escritura académica: construcción y validación de un instrumento integrado basado en tareas para evaluar habilidades específicas de escritura
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In: RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa; Vol. 25, Núm. 2 (2019) ; RELIEVE - E-Journal of Educational Research, Assessment and Evaluation; Vol. 25, Núm. 2 (2019) ; 1134-4032 (2019)
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| 14 |
Writing of a higher degree research thesis : perspectives of a student, supervisor and thesis editor
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| 15 |
"Everything is plagiarism": An exploration of novice writers' perceptions of plagiarism in the university context
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| 16 |
Genre-Based Approach to Writing Instruction for Students at an English Language and Literature Department
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In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 71-100 (2018) (2018)
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| 17 |
Framing the Academic Essay: Adapting Students’ Research Strategies for College Classroom
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In: Georgia International Conference on Information Literacy (2017)
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| 18 |
Automated writing evaluation for formative assessment of second language writing: investigating the accuracy and usefulness of feedback as part of argument-based validation
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In: English Publications (2016)
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Abstract:
An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework outlined inferences that require backing to support integration of one AWE tool, Criterion, into a college-level English as a Second Language (ESL) writing course. The present research appraised evidence for the assumptions underlying two inferences in this argument. In the first of two studies, we assessed evidence for the evaluation inference, which includes the assumption that Criterion provides students with accurate feedback. The second study focused on the utilisation inference involving the assumption that Criterion feedback is useful for students to make decisions about revisions. Results showed accuracy varied considerably across error types, as did students’ abilities to use Criterion feedback to correct written errors. The findings can inform discussion of whether and how to integrate the use of AWE into writing classrooms while raising important questions regarding standards for validation of AWE as formative assessment, Criterion developers’ approach to accuracy, and instructors’ assumptions about the underlying purposes of AWE-based writing activities.
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Keyword:
Academic writing; and Multicultural Education; and Research; argument-based validation; automated writing evaluation; Bilingual; Curriculum and Instruction; Educational Assessment; Educational Methods; ESL; Evaluation; formative assessment; Multilingual
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URL: https://lib.dr.iastate.edu/engl_pubs/79
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1079&context=engl_pubs
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| 19 |
Corpus-supported academic writing : how can technology help? ...
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| 20 |
Significance of writing skills and other competency variables in predicting student success in online MBA courses
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