An Automated Essay-Evaluation Corpus of English as a Foreign Language Writing

Autor/in	Jiang, Yaoyi
Titel	An Automated Essay-Evaluation Corpus of English as a Foreign Language Writing
Quelle	In: British Journal of Educational Technology, 46 (2015) 5, S.1109-1117 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12292
Schlagwörter	Foreign Countries; Writing Ability; Essays; English (Second Language); Computer Assisted Testing; Student Evaluation; Vocabulary; Phrase Structure; Sentences; Paragraph Composition; Form Classes (Languages); Error Patterns; Learning Processes; Observation; China + Suchen Sie Ihr Suchwort? Ausland; Schreibkompetenz; Essay; Aufsatzunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Wortschatz; Phrasenstruktur; Sentence analysis; Satzanalyse; Analytischer Sprachbau; Fehlertyp; Learning process; Lernprozess; Beobachtung
Abstract	The Report of Chinese Students' English Writing Ability (2014) focuses on the Chinese students' English writing in the automated essay-evaluation context. The data and samples are primarily from a national-wide writing project involving 300,814 English as a Foreign Language participants from 452 schools in China during a period of April 10 to May 10, 2014. Aiming to formulate a liable and detailed description of English writing ability of the target learners, a variety of data were collected and processed by means of dimensional analysis, including the frequency vocabulary and collocation, average length of vocabulary, sentence and essay, average number of paragraph, vocabulary richness, density of subordinate clause, most frequent errors, etc. In addition, background information of the participants was also solicited. The corpus-based analysis is still ongoing, and some results have already revealed meaningful trend and characteristics in the writing of Chinese students. Also, the observation of participants' learning behavior signifies meaningful implications for future automated essay-evaluation projects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01