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...

Can models learned from a dataset reflect how good are humans at mastering a particular skill? This paper studies this question in the context of online reviews writing, where the skill corresponds to the procedural knowledge needed to write helpful reviews. To this end, we model the quality of a review by a combination of various metrics stemming from text analysis (like readability, polarity,...

This study aims to investigate the needs of students in writing skills. In particular, this research attempts explore present situation, target, and learning for course. Need analysis is conducted deciding goals objectives upcoming curriculum ensuring that content ties students’ needs. A descriptive method was employed study. questionnaire used collecting data which then analyzed described qu...

The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictio...

The present study aimed to explore how multimedia annotation and writing summary influence the level of reading comprehension. Annotation is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001). In fact, several studies (Bowles, 2004; Chun & Plass, 1996; Jones, 2004; Jones & Plass, 2...

Despite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997). Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s) of such activity on writing ability of a group of Eng...