Despite the increased use of integrated tasks in high-stakes academic writing assessment, research on rating criteria which reflect unique construct summary skills is comparatively rare. Using a mixed-method approach expert judgement, text analysis, and statistical this study examines features that discriminate summaries produced by 150 candidates at five levels proficiency reading-writing (R-W...

We extend our recent work on relevant subtask learning, a new variant of multitask learning where the goal is to learn a good classifier for a task-of-interest with too few training samples, by exploiting “supplementary data” from several other tasks. It is crucial to model the uncertainty about which of the supplementary data samples are relevant for the task-of-interest, that is, which sample...

Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated p...

This study explores 19 Taiwanese students’ writing in weekly online forum posts and traditional essays. Results drawn from discourse analysis of students’ writing in both types of writing tasks showed that the semesterlong online writing accompanied by explicit instruction on essays and basic academic writing conventions appeared to help raise EFL students’ consciousness of register in the two ...

This descriptive qualitative study aimed to investigate the types and sources of errors committed by Turkish students learning English as a foreign language (EFL) in their (L2) writings well find out whether there is difference terms number, classification, between at two different proficiency levels. To this end, was carried School Foreign Languages non-profit foundation university Turkey 2020...

This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more effective inenhancing learners’ noticing. In addition, this study aimed to investigate whether output tasksfacilitate learning of Engl...

Northern Sotho and Zulu are two South African Bantu languages that make use of different writing systems, viz. a disjunctive and a conjunctive writing system respectively. In this article it is argued that the different orthographic systems obscure the morphological similarities and that these systems impact directly on word class tagging for the two languages. It is illustrated that not only d...

Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated p...