Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 36, 2016 - Issue 10
1,395
Views
13
CrossRef citations to date
0
Altmetric
Articles

Understanding the growth of ESL paragraph writing skills and its relationships with linguistic features

Pages 1742-1770 | Received 09 Jan 2014, Accepted 28 Jul 2014, Published online: 30 Aug 2014

References

  • Aryadoust, V. (in press). Examining the development of paragraph writing ability of tertiary ESL students: A continuous assessment study. The Asian Journal of the Scholarship of Teaching and Learning.
  • Aryadoust, V., & Goh, C. C. M. (2014). Predicting listening item difficulty with language complexity measures: A comparative data mining study. CaMLA Working Papers, 2014-01. Ann Arbor, MI: CaMLA.
  • Aryadoust, V., Goh, C. C. M., & Lee, O. K. (2011). An investigation of differential item functioning in the MELAB listening test. Language Assessment Quarterly, 8, 361–385.10.1080/15434303.2011.628632
  • Bae, J., & Lee, Y.-S. (2012). Evaluating the development of children’s writing ability in an EFL context. Language Assessment Quarterly, 9, 348–374.10.1080/15434303.2012.721424
  • Bishop, G. (2004). First steps towards electronic marking of language assignments. Language Learning Journal, 29, 42–46.10.1080/09571730485200081
  • Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL students. Journal of Second Language Writing, 14, 191–205.10.1016/j.jslw.2005.08.001
  • Brown, S. (1999). Institutional strategies for assessment. In S. Brown & A. Glasner (Eds.), Assessment matters in higher education: Choosing and using diverse approaches (pp. 3–13). Buckingham: SRHE and Open University Press.
  • Byrne, B. M. (2010). Structural equation modeling with Amos: Basic concepts, applications, and programming (2nd ed.). New York, NY: Taylor and Francis.
  • Carroll, J. B., & White, M. N. (1973). Word frequency and age-of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25, 85–95.
  • Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing, 16, 129–147.10.1016/j.jslw.2007.07.002
  • Crossley, S. A., Allen, D., & McNamara, D. S. (2011). Text readability and intuitive simplification: A comparison of readability formulas. Reading in a Foreign Language, 23, 84–102.
  • Crossley, S. A., Greenfield, J., & McNamara, D. S. (2008). Assessing text readability using cognitively based indices. TESOL Quarterly, 42, 475–493.
  • Crossley, S. A., & McNamara, D. S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd annual conference of the cognitive science society (pp. 984–989). Austin, TX: Cognitive Science Society.
  • Crossley, S. A., & McNamara, D. S. (2011). Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing. International Journal of Continuing Engineering Education and Life-Long Learning, 21, 170–191.10.1504/IJCEELL.2011.040197
  • Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The role of cohesion, readability, and lexical difficulty. Journal of Research in Reading, 35, 115–135.10.1111/jrir.2012.35.issue-2
  • Crossley, S. A., Salsbury, T., & McNamara, D. S. (2010). The development of polysemy and frequency use in English second language speakers. Language Learning, 60, 573–605.10.1111/(ISSN)1467-9922
  • Crossley, S. A., Salsbury, T., & McNamara, D. S. (2012). Predicting the proficiency level of language learners using lexical indices. Language Testing, 29, 240–260.
  • Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S. (2011). Predicting lexical proficiency in language learners using computational indices. Language Testing, 28, 561–580.10.1177/0265532210378031
  • Crossley, S. A., Weston, J., McLain Sullivan, S. T., & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28, 282–311.
  • DeKeyser, R. M. (2007). Introduction: Situating the concept of practice. In R. M. DeKeyser (Ed.), Practice in a second language (pp. 1–18). New York, NY: Cambridge University Press.
  • Duncan, T. E., Duncan, S. C., & Strychker, L. A. (2006). An introduction to latent variable growth curve modeling. Mahwah, NJ: Lawrence Erlbaum.
  • Eckes, T. (2012). Operational rater types in writing assessment: Linking rater cognition to rater behavior. Language Assessment Quarterly, 9, 270–292.10.1080/15434303.2011.649381
  • Engelhard, G., Jr. (2012). Invariant measurement: Using Rasch models in the social, behavioral, and health sciences. New York, NY: Routledge.
  • Flower, L. S., & Hayes, J. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31, 21–32.
  • Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31.
  • Graesser, A. C., & McNamara, D. S. (2011). Computational analyses of multilevel discourse comprehension. Topics in Cognitive Science, 3, 371–398.10.1111/tops.2011.3.issue-2
  • Graesser, A. C., McNamara, D. S., & Kulikowich, J. (2011). Coh-Metrix: Providing multilevel analyses of text characteristics. Educational Researcher, 40, 223–234.
  • Grant, J., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9, 123–145.
  • Greenfield, G. (1999). Classic readability formulas in an EFL context: Are they valid for Japanese speakers? ( Unpublished doctoral dissertation). Temple University, Philadelphia, PA. ( University Microfilms No. 99–38670).
  • Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Mahwah, NJ: Lawrence Erlbaum.
  • Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs ( TOEFL Research Report No. 54). Princeton, NJ: Educational Testing Service.
  • Hernández, R. (2012). Does continuous assessment in higher education support student learning? Higher Education, 64, 489–502.10.1007/s10734-012-9506-7
  • Hillocks, G. (2002). The testing nap: How state writing assessments control learning. New York, NY: Teachers College Press.
  • Hinkel, E. (2003). Simplicity without elegance: Features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 275–301.10.2307/3588505
  • Hinkel, E. (2004). Teaching academic ESL Writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum.
  • Jarvis, S. (2002). Topic continuity in L2 English article use. Studies in Second Language Acquisition, 24, 387–418.
  • Kroll, B., & Reid, J. (1994). Guidelines for designing writing prompts: Clarifications, caveats, and cautions. Journal of Second Language Writing, 3, 231–255.10.1016/1060-3743(94)90018-3
  • Landauer, T. K., Foltz, P. W., & Laham, D. (1998). Introduction to latent semantic analysis. Discourse Processes, 25, 259–284.
  • Laufer, B. (1994). The lexical profile of second language writing: Does it change over time? RELC Journal, 25, 21–33.
  • Linacre, J. M. (1994). Many-facet rasch measurement. Chicago, IL: Institute for Objective Measurement.
  • Linacre, J. M. (2014a). A user’s guide to FACETS Rasch-model computer programs. Chicago, IL: Winsteps. com.
  • Linacre, J. M. (2014b). Facets Rasch measurement [computer program]. Chicago, IL: Winsteps. com.
  • McArdle, J. J., Ferrer-Caja, E., Hamagami, F., & Woodcock, R. W. (2002). Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span. Developmental Psychology, 38, 115–142.10.1037/0012-1649.38.1.115
  • McCarthy, P., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42, 381–392.10.3758/BRM.42.2.381
  • McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27, 57–86.10.1177/0741088309351547
  • McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge: Cambridge University Press.10.1017/CBO9780511894664
  • Mellow, J. D., Reeder, K., & Forster, E. (1996). Using the time-series design to investigate the effects of pedagogic intervention on SLA. Studies in Second Language Acquisition, 18, 325–350.10.1017/S0272263100015059
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.10.1017/CBO9781139524759
  • Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24, 492–518.
  • iParadigms, LLC (n.d.). Turnitin. Retrieved from http://www.turnitin.com/
  • Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing, 15, 68–85.10.1016/j.asw.2010.05.004
  • Polio, C., Fleck, C., & Leder, N. (1998). ‘‘If I only had more time:’’ ESL learners’ changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7, 43–68.
  • Riazi, A. M., & Knox, J. S. (2014). An investigation of the relations between test takers’ first language and the discourse of written performance on the IELTS Academic Writing Test, Task 2. IELTS Research Reports. London: British Council/IDP.
  • Richards, B. J., & Malvern, D. D. (1997). Quantifying lexical diversity in the study of language development. Reading: The University of Reading, New Bulmershe Papers.
  • Rifkin, B. (2005). A ceiling effect in traditional classroom foreign language instruction: Data from Russian. Modern Language Journal, 89, 3–18.10.1111/modl.2005.89.issue-1
  • Schoonen, R., van Gelderen,, A., Stoel, R. D., Hulstijn, J., & Glopper, de K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61, 31–79.10.1111/j.1467-9922.2010.00590.x
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York, NY: Routledge.
  • Storch, N. (2009). The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 18, 103–118.10.1016/j.jslw.2009.02.003
  • Storch, N., & Tapper, J. (2000). Discipline specific academic writing: what content teachers comment on. Higher Education Research and Development, 19, 337–355.10.1080/758484345
  • Storch, N., & Tapper, J. (2009). The impact of an EAP course on postgraduate writing. Journal of English for Academic Purposes, 8, 207–223.10.1016/j.jeap.2009.03.001
  • Vygotsky, L. (1978). Interaction between learning and development. In M. Cole (Trans.), Mind in society (pp. 79–91). Cambridge, MA: Harvard University Press.
  • Wang, L., Zhang, Z., McArdle, J. J., & Salthouse, T. A. (2008). Investigating ceiling effects in longitudinal data analysis. Multivariate Behavioral Research, 43, 476–496.10.1080/00273170802285941
  • Weir, C. J. (2005). Language testing and validation. Basingstoke: Palgrave Macmillan.
  • Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–185.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.