L2 Students' Views on Writing Tools: Investigating Domain Definition within Argument-Based Validation Framework

Autor/in	Lee, Elizabeth
Titel	L2 Students' Views on Writing Tools: Investigating Domain Definition within Argument-Based Validation Framework
Quelle	In: English Teaching, 78 (2023) 1, S.125-144 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Writing Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Persuasive Discourse; Academic Language; High Stakes Tests; Writing Tests; Placement Tests; Language Tests; Inferences; Student Attitudes; Computer Software; Writing (Composition); Laboratories; Foreign Students; College Students; Attitude Measures; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Persuasion; Persuasive Kommunikation; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Writing test; Schreibtest; Language test; Sprachtest; Inference; Inferenz; Schülerverhalten; Schreibübung; Laboratory; Laboratorium; Collegestudent
Abstract	In many high-stakes testing situations, test-takers are not allowed to draw on external writing resources while writing, a practice observed more frequently in classroom settings. This may pose problems with the representativeness of test tasks and score interpretations. This study investigates the domain definition of one particular test known as the English Placement Writing Test within an argument-based validation framework. Focusing on the domain definition inference, the following rebuttal was evaluated: Certain essential contextual factors in the academic writing domain are not modeled in the test tasks. To do so, lower- and intermediate-level ESL students (n=92) who previously took the test were surveyed and interviewed regarding their uses of computer-based and face-to-face human-assisted writing tools. Results showed that students at both levels were statistically similar in their attitudes toward and uptakes of such tools while writing. The difference in availability of external writing tools between the target and test domain may point to issues with task authenticity of the test. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01