Investigating the effect of source characteristics on task comparability in integrated writing tasks

Homayounzadeh, Maryam; Saadat, Mahboobeh; Ahmadi, Alireza

doi:10.1016/j.asw.2019.05.003

Cited by 9 publications

(2 citation statements)

References 34 publications

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“…For a long time, due to the limitations of research perspectives, methods, and tools, it has been difficult to break through the quantitative and qualitative bottlenecks in the study of source material borrowing process, so the borrowing process of the source material is still a direction that needs to be continuously explored (Homayounzadeh et al, 2019) [11] . On the one hand, scholars can draw on the research results of cognitive psychology on the cognitive-psychological processes of reading and writing Published by Francis Academic Press, UK -82-in the study of second language acquisition, conduct research on the sub-processes of source material borrowing in the comprehensive writing test from a cognitive perspective, explore the cognitivepsychological processes of source material borrowing (Ohta et al, 2018) [16] , and propose a cognitive theoretical model with explanatory power, so as to better guide the practical research on the borrowing process.…”

Section: Research On the Borrowing Process Of Source Materialsmentioning

confidence: 99%

A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment

2023

FER

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The integrated writing assessment is a new form of academic English writing that has emerged in recent years and measures English learners' writing skills in academic contexts through a combination of reading and writing or listening and reading. The most significant change in the integrated writing assessment compared to the independent writing task is the addition of reading or/and listening prompt materials. By reviewing recent research on source material borrowing in integrated writing tests in both domestic and international literature, this paper summarizes the characteristics of source material borrowing in integrated writing assessments, the features of source material borrowing results, and whether scholars can predict candidates' writing performance by the content and manner of source material borrowing in integrated writing assessments. In addition, the paper identifies the challenges integrated writing assessments face and possible future trends.

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Section: Research On the Borrowing Process Of Source Materialsmentioning

confidence: 99%

A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment

2023

FER

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“…These variables may pertain to the topic of the input material, its length, the type of task based on the source material, the mode of presentation of the source material, etc. Some studies focus specifically on the influence of source material characteristics on summarization effectiveness (Homayounzadeh, et al, 2019). Namely, it is said that writers with lower proficiency levels often resort to patchwriting (copying the information from the input) whereas their more proficient cohorts employ the techniques of paraphrasing the ideas of the source material.…”

Section: Introductionmentioning

confidence: 99%

Integrated Writing Tasks as a Means of Increasing the Authenticity of the Learning Process

Авраменко

Davydova

2020

Issues of Applied Linguistics

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The article discusses the specifics of integrated writing tasks and their didactic potential in teaching a foreign language. It presents a review of various approaches to the tasks under consideration, describes their typology depending on the proposed supports, and outlines a set of certain skills and abilities needed to successfully complete these tasks. Special attention is paid to the cognitive processes involved in completing integrated writing tasks. In particular, the authors dwell upon the problem of clip thinking, which accounts for the difficulties in processing a large amount of information and generating statements based on the data analyzed. The empirical part of the paper centers on the results of the experiment carried out among high school students and aimed at teaching integrated writing skills. A distinctive feature of the paper is the approach to the integrated writing tasks perceived through the prism of the concepts of "mediation" and "mediation skills". The novelty of the work also lies in the fact that the integrated tasks are seen as a tool to intensify the authenticity of the learning process, which implies implementing the acquired knowledge, skills and abilities not only in the academic environment, but also in everyday practices. The overall results reveal that integrated writing skills need to be trained within the school curriculum on a more regular basis.

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How Chinese College EFL Learners Use Source Material Across Different Integrated Writing Tasks: A Comparative Study

Zhou,

Bin

2022

Assessing the English Language Writing of Chinese Learners of English

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Investigating the effect of source characteristics on task comparability in integrated writing tasks

Cited by 9 publications

References 34 publications

A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment

A Review of Research on Source Material Borrowing in Integrated Foreign Language Writing Assessment

Integrated Writing Tasks as a Means of Increasing the Authenticity of the Learning Process

How Chinese College EFL Learners Use Source Material Across Different Integrated Writing Tasks: A Comparative Study

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