Evaluating ESL: Making sense of university professors’ responses to second language writing  

Oleh:

Roberts, Felicia ; Cimasko, Tony

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Second Language Writing (Full Text) vol. 17 no. 3 (Sep. 2008), page 125-143.
Topik: Error gravity; Reader response; Writer identity; English for Academic Purposes
Fulltext: Roberts_Felicia, p. 125-143.pdf (223.27KB)

Isi artikel

This study addresses the response of social science and engineering science faculty to a naturally occurring sample of second language writing. Using a matched-guise protocol, faculty participants were led to believe that the one-page essay was produced by an international student whose first language was either Chinese or Spanish. The faculty evaluated the writing holistically (on a scale from 1 to 10) and were invited to ‘‘correct the five most troublesome errors.’’ Results indicate that the ethnic guise did not affect holistic scores; however, the social science and engineering science faculty did rate the composition differently. While qualitative analysis demonstrates that, not surprisingly, individual editing styles among faculty are quite variable, there was a tendency across faculty to edit semantic gaps as opposed to grammatical items. This indicates a preference by the faculty to clarify content, a finding that supports prior research.

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