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Autor/inn/enShi, Bibing; Huang, Liyan; Lu, Xiaofei
TitelEffect of prompt type on test-takers' writing strategy use in the continuation task.
QuelleIn: Language testing, 37 (2020) 3, S. 361-388Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2)  Link als defekt meldenVerfügbarkeit 
BeigabenAnhang; Abbildungen 8; Anmerkungen 2; Tabellen 7
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0265-5322; 1477-0946
SchlagwörterEmpirische Forschung; Testverhalten; Fremdsprachenunterricht; Englischunterricht; Schreiben; China
AbstractThe continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on test-takers' performance with regard to this task is still in its infancy. In this study the authors investigate the effect of prompt type on English as a foreign language (EFL) learners' writing performance and writing strategy use in a continuation task. Four groups of Chinese EFL learners performed a continuation task with four different prompts and filled out a writing strategy questionnaire. The participants' continuations were scored holistically and textually analyzed using a range of fluency, grammatical accuracy, lexical complexity, syntactic complexity, cohesion, and source-use features. Prompt type significantly affected the participants' overall continuation writing scores, syntactic complexity, cohesion, and source-use features. It also significantly affected the participants' monitoring strategy. The authors discuss how continuation-task conditions, such as providing opening sentences or key words (or both) for test-takers to use will affect how the test-takers orient themselves to the writing task and, concomitantly, may affect performance outcomes. (Verlag, adapt.).
Erfasst vonInformationszentrum für Fremdsprachenforschung, Marburg
Update2022/2
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