Visualizing Linguistic Complexity and Proficiency in Learner English Writings

Autor/inn/en	Gaillat, Thomas; Lafontaine, Antoine; Knefati, Anas
Titel	Visualizing Linguistic Complexity and Proficiency in Learner English Writings
Quelle	In: CALICO Journal, 40 (2023) 2, S.178-197 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lafontaine, Antoine) ORCID (Knefati, Anas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Writing (Composition); Formative Evaluation; Feedback (Response); Writing Evaluation; English for Special Purposes; Teaching Methods; Rating Scales; Guidelines; Classification; Accuracy; Comparative Analysis; Higher Education; Foreign Countries; Essays; Computer Assisted Instruction; Error Correction; Learning Analytics; Graduate Students; Computational Linguistics; Europe + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Richtlinien; Classification system; Klassifikation; Klassifikationssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Essay; Aufsatzunterricht; Computer based training; Computerunterstützter Unterricht; Korrektur; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistics; Computerlinguistik; Europa
Abstract	In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of complexity metrics is also evaluated. A learner corpus of English classified according to the Common European Framework of References for Languages (CEFR) was processed using a pipeline that computes 83 complexity metrics. By way of analysis of variance (ANOVA) testing, multinomial logistic regression, and clustering methods, we identified and validated a set of nine significant metrics in terms of proficiency levels. Validation with classification gave 67.51% (A level), 60.16% (B level), and 60.47% (C level) balanced accuracy. Clustering showed between 53.10% and 67.37% homogeneity, depending on the level. As a result, these metrics were used to create graphical reports about the linguistic complexity of learner writing. These reports are designed to help language teachers diagnose their students' writings in comparison with prerecorded cohorts of different proficiencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01