Literaturnachweis - Detailanzeige
| Autor/in | Xie, Qin |
|---|---|
| Titel | Diagnosing Linguistic Problems in English Academic Writing of University Students: An Item Bank Approach |
| Quelle | In: Language Assessment Quarterly, 17 (2020) 2, S.183-203 (21 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Xie, Qin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1543-4303 |
| DOI | 10.1080/15434303.2019.1691214 |
| Schlagwörter | English for Academic Purposes; Second Language Learning; Second Language Instruction; Item Analysis; Difficulty Level; College Students; Error Patterns; Computational Linguistics; Essays; Writing Evaluation; Validity; Reliability; Correlation; Remedial Instruction; Foreign Countries; Factor Analysis; Hong Kong |
| Abstract | This article describes the steps we went through in designing and validating an item bank to diagnose linguistic problems in the English academic writing of university students in Hong Kong. Test items adopt traditional item formats (e.g., MCQ, grammatical judgment tasks, and error correction) but are based on authentic language materials extracted from a manually error-tagged corpus of target students' essays. A total of 257 items were developed to assess 25 high-frequency and grave linguistic errors. To validate test items and calibrate their psychometric qualities, four parallel tests were assembled and given to 338 students. Rasch modeling was conducted to examine item dimensionality, DIF sizes, fit indices, reliability, and difficulty. The results supported the validity and reliability of the remaining 219 items in the bank. Moreover, we investigated the effects of item formats and target errors on item difficulty and item-measure correlations and the relations amongst error difficulty error frequency and prevalence. The item bank approach to developing diagnostic tests was found useful insofar as it provided more precise information about knowledge gaps than the corpus-based textual analysis and had the potential to pinpoint high priority areas for remedial instruction. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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