The Effect of Additional Time on the Quality of Argumentation in L2 Writing Assessment: A Mixed-Methods Study

Autor/inn/en	Lee, Senyung; Lim, Gad S.; Basse, Rachel
Titel	The Effect of Additional Time on the Quality of Argumentation in L2 Writing Assessment: A Mixed-Methods Study
Quelle	In: Language Assessment Quarterly, 18 (2021) 3, S.253-272 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Senyung) ORCID (Lim, Gad S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2021.1872080
Schlagwörter	Second Language Instruction; Persuasive Discourse; Writing (Composition); Adult Learning; Essays; Writing Assignments; Time Factors (Learning); Writing Tests; Student Evaluation; Grammar; Vocabulary; English (Second Language); Student Attitudes + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Persuasion; Persuasive Kommunikation; Schreibübung; Adulte education; Adult training; Erwachsenenbildung; Essay; Aufsatzunterricht; Writing test; Schreibtest; Schulnote; Studentische Bewertung; Grammatik; Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten
Abstract	This study investigated the extent to which an extended time limit in an argumentative writing test affects the quality of argumentation in L2 writing. Thirty-two adult ESL learners each wrote two essays on different prompts, one in 30 minutes and one in 45 minutes in a counter-balanced design. The 64 essays were analytically rated by four trained raters. The results show that the sub-score on argumentation as well as the overall score was significantly higher for the essays written in 45 minutes than the ones written in 30 minutes. Interviews with the raters using eight pairs of essays revealed that different features of argumentation were impacted by the additional 15 minutes, depending on the overall level of writing: addressing different sides of the issue for a high level, providing sufficient support for a middle level, and addressing the prompt for a low level. In a post-test questionnaire, a majority of learners reported that the extra 15 minutes was helpful for brainstorming and organizing ideas. Implications for the use of argumentative writing tests and improving analytical descriptors on argumentation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01