Differences in Writing Performance on Independent and Integrated Writing Tasks
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The present study examined two types of integrated tasks (reading-writing and listening-writing) by comparing them with the independent (writing-only) task to probe into two questions: (1) whether performance on the integrated tasks differs from that on the independent task, and (2) how reading and listening skills are respectively associated with performance on integrated tasks. Three types of writing (144 written pieces) by advanced-level participants were scored by two raters using an analytical scoring rubric. The data, both overall and analytical scores, were analyzed by ANOVAs, and linear regression analyses were conducted between integrated task and proficiency (RC and LC) scores. The results showed that there was a significant difference between writing-only and listening-writing tasks, but not between writing-only and reading-writing tasks. Furthermore, the participants significantly performed better on writing-only than on listening-writing tasks in terms of content, and reading-writing tasks outperformed listening-writing tasks in vocabulary and expression. The findings suggest that integrated writing tasks elicit not only multiple language skills but also complex cognitive skills. The study also indicates that listening proficiency is a strong predictor of performance on the listening-writing integrated task, whereas reading proficiency may not have a predictive value. Pedagogical implications based on the findings were discussed with respect to how to prepare students for integrated writing tasks.
Abstract
The present study examined two types of integrated tasks (reading-writing and listening-writing) by comparing them with the independent (writing-only) task to probe into two questions: (1) whether performance on the integrated tasks differs from that on the independent task, and (2) how reading and listening skills are respectively associated with performance on integrated tasks. Three types of writing (144 written pieces) by advanced-level participants were scored by two raters using an analytical scoring rubric. The data, both overall and analytical scores, were analyzed by ANOVAs, and linear regression analyses were conducted between integrated task and proficiency (RC and LC) scores. The results showed that there was a significant difference between writing-only and listening-writing tasks, but not between writing-only and reading-writing tasks. Furthermore, the participants significantly performed better on writing-only than on listening-writing tasks in terms of content, and reading-writing tasks outperformed listening-writing tasks in vocabulary and expression. The findings suggest that integrated writing tasks elicit not only multiple language skills but also complex cognitive skills. The study also indicates that listening proficiency is a strong predictor of performance on the listening-writing integrated task, whereas reading proficiency may not have a predictive value. Pedagogical implications based on the findings were discussed with respect to how to prepare students for integrated writing tasks.
참고문헌 (41)
- Ascención-Delaney, Y., "Investigating the reading-to-write construct", Journal of English for Academic Purposes, 7(3), pp.140~150 (2008)
- Barkaoui, K., "Test-takers’ strategic behaviors in independent and integrated speaking tasks", Applied Linguistics, 34(3), pp.304~324 (2012)
- Braine, G., "Writing in science and technology : An analysis of assignments from ten undergraduate courses", English for Specific Purposes, 8(1), pp.3~15 (1989)
- Brown, J. D., "Essay prompts and topics : Minimizing the effect of mean differences", Written Communication, 8(4), pp.533~556 (1991)
- Carson, J., "Linking literacies: Perspectives on L2 reading-writing connections", pp.246~270 (2001), University of Michigan Press
- Connor, U., "Academic writing in a second language: Essays on research and pedagogy", pp.155~182 (1995), Ablex
- Cumming, A., "Encyclopedia of language and education: Language testing and assessment", pp.51~63 (1997), Kluwer
- Cumming, A., "Differences in written discourse in writing-only and reading-to-write prototype tasks for next generation TOEFL", Assessing Writing, 10(1), pp.5~43 (2005)
- Esmaeili, H., "Integrated reading and writing tasks and ESL students’reading and writing performance in an English language test", Canadian Modern Language Review, 58(4), pp.599~622 (2002)
- Espeseth, M., "Academic encounters, human behaviors, level 4 : Listening and speaking" (2012), Cambridge University Press
- Enright, M., "Prototyping a test design for a new TOEFL. In D. Eignor (Chair), Research in support of the development of new TOEFL", Symposium conducted at the meeting of the National Council on Measurement in Education (2002)
- Feak, C., "Building on the impromptu : A source-based writing assesment", College ESL, 6(1), pp.73~84 (1996)
- Gebril, A., "Writing-only and reading-to-write academic writing tasks: A study in generalizability and test method", 박사, pp.2006
- Gebril, A., "Score generalizability of academic writing tasks: Does one test method fit it all?", Journal of Language Testing, 26(4), pp.507~531 (2009)
- Gebril, A., "Bringing reading-to-write and writing-only assessment tasks together : A generalizability analysis", Assessing Writing, 15(2), pp.100~117 (2010)
- Gebril, A., "Investigating source use, discourse features, and process in integrated writing tests", Spaan Working Papers in Second or Foreign Language Assessment, 7, pp.47~84 (2009)
- Hinkel, E., "Current perspectives on teaching the four skills", TESOL Quarterly, 40(1), pp.109~131 (2006)
- Horowitz, D., "What professors actually require : Academic tasks for the ESL classroom", TESOL Quarterly, 20(3), pp.445~462 (1986)
- Jacobs, H., "Testing ESL composition" (1981), Newbury House
- Kim, H., "Investigating the effects of context and task type on second language speaking ability", 박사, pp.2009
- 김현정, "Investigating Effects of Tasks on Examinee Performance in a Computer-Delivered Speaking Test", 멀티미디어 언어교육, 14(1), pp.65~93 (2011), 한국멀티미디어언어교육학회
- Kirkland, M., "Maximizing student performance in summary writing : Managing cognitive load", TESOL Quarterly, 25(1), pp.105~121 (1991)
- Dependability of new ESL writing test scores : Tasks and alternative rating schemes, "Lee, Y.", Educational Testing Service, ~, pp.TOEFL Monograph Series No. 31 (2005)
- Leki, I., "Students’ perception of EAP writing instruction and writing across the disciplines", TESOL Quarterly, 28(1), pp.81~101 (1994)
- Leki, I., ""Completely different worlds" : EAP and the writing experiences of ESL students in university courses", TESOL Quarterly, 31(1), pp.39~69 (1997)
- Leung, C., "Expanding horizons and unsolved conundrums : Language testing and assessment", TESOL Quarterly, 40(1), pp.211~234 (2006)
- Lewkowicz, J. A., "Writing from sources: Does source material help or hinder students’ performance?", Language and learning: Papers presented at the annual international language in education conference (1994), ERIC
- Lumley, T., "Assessing second language writing : The rater’s perspective" (2005), Peter Lang
- Oxford, R., "Language learning strategies : What every teacher should know" (1990), Heinle & Heinle
- Oxford, R., "Integrated skills in the ESL", EFL classroom, 2001, pp.6(1), ~
- Plakans, L., "Comparing composing processes in writing-only and reading-to-write test tasks", Assessing Writing, 13(2), pp.79~150 (2008)
- Plakans, L., "The role of reading strategies in integrated L2 writing tasks", Journal of English for Academic Purposes, 8(4), pp.252~266 (2009)
- Plakans, L., "Using multiple texts in an integrated writing assessment : Source text use as a predictor of score", Journal of Second Language Writing, 22(3), pp.217~230 (2013)
- Read, J., "Providing relevant content in an EAP writing test", English for Specific Purposes, 9(2), pp.109~121 (1990)
- The reading, writing, speaking, and listening tasks important for academic success at the undergraduate and graduate levels, "Rosenfeld, M.", Educational Testing Service, ~, pp.TOEFL Monograph 21 (2001)
- Seal, B., "Academic encounters, human behaviors, level 4 : Reading and writing" (2012), Cambridge University Press
- Watanabe, Y., "Read-to-write tasks for the assessment of second language academic writing skills: Investigating text features and rater reactions", 박사, pp.2001
- Weigle, S., "Assessing writing" (2002), Cambridge University Press
- Weigle, S., "Integrating reading and writing in a competency test for non-native speakers of English", Assessing Writing, 9(1), pp.27~55 (2004)
- Weigle, S., "Source text borrowing in an integrated reading", writing assessment, 2012, pp.21(2), 118~133
- Weir, C. J., "Communicative language testing" (1990), Prentice Hall