Comparing the outcomes of two different approaches to CEFR-based rating of students’ writing performances across two European countries
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DOI: 10.1016/j.asw.2018.03.009
Abstract: Abstract This study investigated to what extent two teams of experienced raters from different European countries (Finland and Austria), using their own CEFR-based rating scale (one holistic and one analytic), agreed on the CEFR level… read more here.
Keywords: european countries; cefr based; cefr; based rating ... See more keywords
Online Doctoral Students Writing for Scholarly Publication
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DOI: 10.1016/j.compcom.2019.01.012
Abstract: Abstract Scholarly publication remains an indication that doctoral students have successfully joined their field’s dialogue—that they are doing the work of scholars, which is critical to their career progression in academia and important in other… read more here.
Keywords: online doctoral; writing scholarly; publication; scholarly publication ... See more keywords
Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings, practices and discourses
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DOI: 10.1080/02602938.2015.1082174
Abstract: The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointing to the myriad factors that make students’ writing challenging, particularly when they move into university. This paper reports on… read more here.
Keywords: levels university; transition levels; university; assessment ... See more keywords
THE EFFECT OF CODED AND NON-CODED CORRECTION FEEDBACK ON THE QUALITY OF INDONESIAN EFL STUDENTS’ WRITING
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DOI: 10.17509/ijal.v7i2.8127
Abstract: Written corrective feedback (WCF) in L2 writing classrooms has gained considerable attention in applied linguistics research over the past twenty years. WCF may take different forms of teacher’s responses to errors in students’ texts, among… read more here.
Keywords: coded correction; ccf; correction feedback; feedback ... See more keywords