Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays...
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| Published in: | Journal of second language writing Vol. 65; p. 101129 |
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| Main Authors: | , , , , , , |
| Format: | Journal Article |
| Language: | English |
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01.09.2024
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| ISSN: | 1060-3743 |
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| Abstract | Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each aspect and evaluated in a cross-sectional as well as a longitudinal perspective. Results show that there were significant variations between these aspects in learners’ texts, suggesting that they represent separate dimensions of the argumentative writing ability. Scores were lowest for language quality, suggesting that this was the most challenging aspect for EFL learners. Learning gains over one year were largest for structure, smaller for content and smallest for language quality. Overall, learners in Switzerland showed higher skills in all three aspects, but German learners showed larger gains in structure over the school year. Implications for classroom learning and further research are discussed. |
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| AbstractList | Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each aspect and evaluated in a cross-sectional as well as a longitudinal perspective. Results show that there were significant variations between these aspects in learners’ texts, suggesting that they represent separate dimensions of the argumentative writing ability. Scores were lowest for language quality, suggesting that this was the most challenging aspect for EFL learners. Learning gains over one year were largest for structure, smaller for content and smallest for language quality. Overall, learners in Switzerland showed higher skills in all three aspects, but German learners showed larger gains in structure over the school year. Implications for classroom learning and further research are discussed. |
| ArticleNumber | 101129 |
| Author | Keller, Stefan D. Trüb, Ruth Fleckenstein, Johanna Lohmann, Julian Jansen, Thorben Meyer, Jennifer Möller, Jens |
| Author_xml | – sequence: 1 givenname: Stefan D. surname: Keller fullname: Keller, Stefan D. email: stefandaniel.keller@phzh.ch organization: University of Teacher Education, Zuerich, Switzerland – sequence: 2 givenname: Julian surname: Lohmann fullname: Lohmann, Julian organization: University of Kiel, Germany – sequence: 3 givenname: Ruth surname: Trüb fullname: Trüb, Ruth organization: University of Applied Sciences and Arts Northwestern Switzerland, Switzerland – sequence: 4 givenname: Johanna surname: Fleckenstein fullname: Fleckenstein, Johanna organization: University of Hildesheim, Germany – sequence: 5 givenname: Jennifer surname: Meyer fullname: Meyer, Jennifer organization: Leibniz Institute for Science and Mathematics Education, Kiel, Germany – sequence: 6 givenname: Thorben surname: Jansen fullname: Jansen, Thorben organization: Leibniz Institute for Science and Mathematics Education, Kiel, Germany – sequence: 7 givenname: Jens surname: Möller fullname: Möller, Jens organization: University of Kiel, Germany |
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| Keywords | Argumentative writing upper secondary level education analytic analysis language quality content structure |
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