A close investigation into source use in integrated second language writing tasks

Plakans, Lia; Gebril, Atta

doi:10.1016/j.asw.2011.09.002

Cited by 144 publications

(113 citation statements)

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“…Combining think aloud data from nine students and questionnaire data from other 136 students, Plakans and Gebril (2012) examined the role of reading comprehension in writers' source use. They found that while some writers may have had less comprehension of the topic, according to self-report, they were able to make use of the texts similarly as students who showed better comprehension.…”

Section: Reading-into-writing Processesmentioning

confidence: 99%

“…In particular, task type is found to have a significant impact on writers' choice of writing approach (Severinson Eklundh & Kollberg, 2003). A number of studies concluded that reading-into-writing test tasks offer advantages over writing-only tasks in encouraging a knowledge transformation approach on the part of the writer (Plakans, 2009(Plakans, , 2010Plakans & Gebril, 2012. To effectively define the readinginto-writing construct, more empirical evidence regarding how writers compose from sources both in real-life and under test conditions is urgently needed.…”

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Using keystroke logging to understand writers’ processes on a reading-into-writing test

Chan

2017

Lang Test Asia

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Background: Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests. Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better than independent, writing-only tasks. However, to effectively define the reading-into-writing construct, more empirical evidence regarding how writers compose from sources both in real-life and under test conditions is urgently needed. Most previous process studies used think aloud or questionnaire to collect evidence. These methods rely on participants' perceptions of their processes, as well as their ability to report them. Findings: This paper reports on a small-scale experimental study to explore writers' processes on a reading-into-writing test by employing keystroke logging. Two L2 postgraduates completed an argumentative essay on computer. Their text production processes were captured by a keystroke logging programme. Students were also interviewed to provide additional information. Keystroke logging like most computing tools provides a range of measures. The study examined the students' reading-intowriting processes by analysing a selection of the keystroke logging measures in conjunction with students' final texts and interview protocols.

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Section: Reading-into-writing Processesmentioning

confidence: 99%

mentioning

confidence: 99%

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Chan

2017

Lang Test Asia

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“…Desde então, diversos artigos abordando a avaliação através de tarefas integradas têm sido publicados em periódicos internacionais (Bouwer et al, 2015;Cumming, 2013;Delaney, 2008;Gebril & Plakans, 2013;Knoch & Sitajalabhorn, 2013;Plakans & Gebril, 2012;Plakans, 2015;Shin & Ewert, 2015;Soleimani & Mahdavipour, 2014;Weigle et al, 2013;Yu, 2013, entre outros). Apesar desse repentino interesse pela avaliação integrada, Yu (2013) explicita que essa prática não é uma invenção recente, pois os "testes integrativos" foram bastante populares entre as décadas de 70 e 90.…”

Section: A Avaliação Integrada De Leitura E Escritaunclassified

“…No que tange à elaboração de tarefas integradas, diversos autores concordam que a integração de habilidades depende dos enunciados das tarefas, os quais devem esclarecer os usos esperados do material de insumo, isto é, se a compreensão do texto disponibilizado é essencial para a realização da tarefa, ou se o seu uso configura-se como opcional (Bouwer et al, 2015;Douglas, 2000;Knoch & Sitajalabhorn, 2013;Plakans & Gebril, 2012;Plakans, 2015). Em relação ao exame Celpe-Bras, Schoffen (2009), ao propor novos parâmetros para a avaliação da Parte Escrita do exame, mostra que o número de informações retiradas do material de insumo não deve constar como um critério de avaliação na grade de correção, como vinha sendo feito até então.…”

Section: Original Articleunclassified

“…Para além de uma melhor definição teórica acerca da avaliação integrada e de uma investigação mais ampla sobre os enunciados das tarefas, portanto, são necessárias pesquisas que abordem a escolha dos materiais de insumo, visto sua importância para a elaboração de tarefas integradas (Plakans & Gebril, 2012;Plakans, 2015). As discussões sobre avaliação integrada, entretanto, extrapolam os procedimentos para sua elaboração; no que tange à realização de tarefas integradas, ainda não é claro o que conta para o sucesso ou fracasso de um examinando, incluindo-se na agenda de pesquisa da área, portanto, o desenvolvimento de grades de avaliação e a formação de avaliadores tendo em vista acorreção detais tarefas (Cumming, 2013;Shin & Ewert, 2015).…”

Section: Original Articleunclassified

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A avaliação integrada no exame Celpe-Bras e as tarefas de leitura e escrita

Mendel

Schoffen

2017

Braz. Engl. Lang. Teach. J.

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RESUMOO Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras) se propõe a avaliar proficiência integrando habilidades de compreensão e de produção. A avaliação integrada, ainda que seja uma questão controversa, está em consonância com o construto teórico do CelpeBras, fundamentado na visão dialógica da linguagem. Este trabalho investiga de que modo o exame Celpe-Bras apresenta a avaliação integrada em seus documentos públicos, especificações e parâmetros de avaliação, além de discutir o modo como as tarefas analisadas avaliam leitura e escrita. Os resultados apontam para a necessidade de uma melhor descrição e operacionalização da avaliação integrada no exame Celpe-Bras, além de demonstrar a importância dos enunciados das tarefas para a integração das habilidades e ressaltar a complexidade da avaliação de compreensãonesse tipo de tarefa. As reflexões apresentadas podem contribuir para a descrição da avaliação de compreensão e produçãono exame Celpe-Bras e para o fomento de discussões sobre tarefas integradas.Palavras-chave: exame Celpe-Bras; avaliação de proficiência; avaliação integrada; tarefas integradas; leitura e escrita. Integrated assessment in the Celpe-Bras exam and tasks of reading and writing ABSTRACTThe Certificate of Proficiency in Portuguese Language for Foreigners (Celpe-Bras) aims to assess language proficiency by integrating comprehension and production skills. Despite being a controversial issue, integrated assessment is in accordance with the theoretical construct of the Celpe-Bras exam, based on a dialogical perspective of language. As such, this paper investigates how the Celpe-Bras exam presents the concept of integrated assessment in its public documents, specifications and assessment parameters. Furthermore, it discusses how the analyzed tasks assess reading and writing. The results point to the need for a better description and operationalization of integrated assessment in the exam, and demonstrate the importance of the task instruction for the integration of skills and to emphasize the complexity of comprehension assessment in this type of task. The reflections presented can contribute to the description of the comprehension and production assessment in the Celpe-Bras exam and to the promotion of new discussions on integrated tasks.

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Assessing Integrated Skills

Cumming

2013

The Companion to Language Assessment

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A recent trend in language assessment has been to assess examinees’ abilities to integrate source reading or listening material into their writing and speaking performance in ways that simulate the cognitive, communication, and literacy demands of real‐life academic or vocational tasks. This chapter describes the justifications for this innovation in interactionist theories of communication, cognition, and assessment; through appeals to authenticity and relevance; and as a means to counter the effects of testing methods. The chapter explains how and why integrated skills assessment differs from the convention of assessing writing, speaking, reading, and listening as separate skills but also produces unique complications for measurement, test design, and examinee performance. Future directions are proposed to refine the constructs and tasks guiding integrated skills assessment, to increase their value for diagnostic purposes, and to verify their proposed benefits for teaching, learning, and high stakes decision making such as university admissions or employment.

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A close investigation into source use in integrated second language writing tasks

Cited by 144 publications

References 24 publications

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Using keystroke logging to understand writers’ processes on a reading-into-writing test

A avaliação integrada no exame Celpe-Bras e as tarefas de leitura e escrita

Assessing Integrated Skills

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