L2 Writing Assessment in the Greek School of Foreign Languages

Panou, Despoina

doi:10.4304/jltr.4.4.649-654

Cited by 5 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To reduce subjectivity and assessment bias, the researchers measured the consistency of the rubric score, known as inter-rater reliability. That is, it is not only researchers who are in charge of assessing student writing but also involving one of the experienced Indonesian language course teachers (Landis & Koch, 1977;Panou, 2013). Measurement of inter-rater reliability is done by selecting 10 writings randomly from both pretest and post-test (Alwaleedi, 2018).…”

Section: Performance Testmentioning

confidence: 99%

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Wardhana

2022

JLE

View full text Add to dashboard Cite

Background. The study of using process-genre approach that was used to increase the writing competence had been conducted by many researchers. However, the contirbution of this learning approach for HOTs aspects has not been done by many researchers, especially on learning writing Indonesian Purpose. Many studies only focused on one research approach, consequently, the finding was not quite comprehensive. Besides, to examine the effect of process-genre approach on academic writing competence and HOTs, this research also aimed to explore attitude and students’ expectation on their learning experience by using this approach. Method. The research used a sequential, mixed-method explanatory approach. Two grades were randomly chosen to enroll in the experimental class and a monitoring class of up to 52 students. The individual is a member of the Indonesian language education department who is currently taking the writing 1 course at the Bengkulu University, Indonesia. There are two instruments used in this analysis, the writing test & HOTs test for Quantitative statistics and semi-structured qualitative data interviews. The data from the writing test and the HOTs were quantitatively analysed for the paired sample t-test, the stand-alone sample t-test and the MANOVA, while the interview data were analysed using thematic analysis techniques. Results and Implications. The results have found that process-genre approach had a substantial positive effect on scholarly writing and student HOTs. Besides, thematic research also reveals that there are favorable views and expectations of students regarding the influence of the process-genre approach towards academic writing and student HOTs. This finding is iexpected to enrich knowledge about how students could enhance their writing ability and HOTs by using process-genre approach.

show abstract

Section: Performance Testmentioning

confidence: 99%

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Wardhana

2022

JLE

View full text Add to dashboard Cite

show abstract

“…To avoid assessment bias, the researcher conducted an inter-rater reliability test which aims to reduce the subjectivity of the lecturer's assessment. In this test, the researchers involved four experienced Indonesian language instructors in providing an assessment of popular scientific articles written by participants (Alwaleedi, 2018;Marson & Lilis, 2021;Panou, 2013). The researcher randomly selected ten student writings from both the pretest and post-test sessions.…”

Section: B Data Collection 1) Writing Rubricmentioning

confidence: 99%

Using A Genre-Based Approach To Improving Islamic University Students’ Writing Ability & Hots

Guntur¹,

Mustafa²

2022

At-Turats

View full text Add to dashboard Cite

This study aims to determine the effect of genre-based and conventional approaches on students' writing skills and HOTS. This study uses a quantitative design with a quasi-experimental method conducted at IAIN Palopo, South Sulawesi, Indonesia. Sixty-two students from two classes were selected as research participants by dividing them into two groups, namely the experimental and control groups. Data were collected using two instruments: the writing assessment rubric and HOTS. The data that has been collected is then analyzed quantitatively by running the MANOVA test on SPSS 24.00. The results showed that the genre-based approach in the experimental group outperformed the control group, which used the conventional method to improve students' writing skills and HOTS.

show abstract

EFL Writing Assessment and Evaluation Rubrics in Yemen

Ghalib

2018

Assessing EFL Writing in the 21st Century Arab World

View full text Add to dashboard Cite

L2 Writing Assessment in the Greek School of Foreign Languages

Cited by 5 publications

References 11 publications

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Exploring the Impact of Process-genre Approach on Learners’ Academic Writing and Higher Order Thinking Skills

Using A Genre-Based Approach To Improving Islamic University Students’ Writing Ability & Hots

EFL Writing Assessment and Evaluation Rubrics in Yemen

Contact Info

Product

Resources

About