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Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing
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In: Front Psychol (2021)
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Abstract:
Traditionally, writing quality is measured by human ratings, either holistically or analytically. The present study aimed to investigate the locus of human ratings by analyzing the linguistic features that are predictive of writing quality. One hundred and 44 argumentative writing samples from Chinese learners of English as a foreign language were evaluated by human ratings and quantitative measurement of writing quality indexed by Coh-Metrix. Holistic and analytic human ratings had significant correlations with quantitative measures related to syntactic variety and transformation. Moreover, linear and logistic regressions revealed that syntactic simplicity, words before main verb, syntactic structure similarity in all sentences and across paragraphs, incidence of passive voice and temporal connectives were five valid indices that can consistently differentiate writing quality indexed by human ratings. The present findings have significant pedagogical implications for human ratings on writing quality in the foreign language learning context.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8638084/ https://doi.org/10.3389/fpsyg.2021.660796
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Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure
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Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
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THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships
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THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY
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Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors
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The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter?
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Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners
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Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals
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The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners
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