Schreibkompetenzen im Fach Englisch in der gymnasialen Oberstufe

Abstract

Zusammenfassung Produktive Sprachkompetenzen im Fach Englisch sind bislang in Deutschland nur wenig untersucht worden. Daher wurden in der vorliegenden Untersuchung mit zwei Messzeitpunkten Kompetenzen im argumentativen und sachorientierten Schreiben von N = 838 Schülerinnen und Schülern in der 11. Jahrgangsstufe Die Daten der vorliegenden Studie stammen aus dem Projekt "Measuring English Writing at Secondary Level (MEWS)", das von der Deutschen Forschungsgemeinschaft (DFG; GZ: KO1513/12-1) und vom Schweizerischen National Fonds (SNF: Fördernr. 100019L162675) gefördert wird. K 1282 O. Köller et al. des achtjährigen Gymnasiums untersucht. Zusätzlich wurden rezeptive Kompetenzen (Hören und Lesen) berücksichtigt. Mit Blick auf die Ziele der gymnasialen Oberstufe (Erreichen des Niveaus B2 des Gemeinsamen Europäischen Referenzrahmens für Sprachen; GER) konnte gezeigt werden, dass bereits ein Jahr vor Erreichen des Abiturs rund 60 % der getesteten Schülerinnen und Schüler das Niveau B2 oder höher im Schreiben erreichten. Weiterhin belegen die Analysen signifikante Kompetenzzuwächse im Laufe eines Schuljahres und zeigen deutliche Unterschiede zwischen den Profilen (sprachlich vs. naturwissenschaftlich vs. gesellschaftswissenschaftlich vs. sonstige), die die Schülerinnen und Schüler in der gymnasialen Oberstufe belegt haben; hier zeigen Jugendliche in den Sprachprofilen signifikant höhere Leistungen. Die Ergebnisse werden mit Bezug auf normative Zielvorgaben der gymnasialen Oberstufe diskutiert. Schlüsselwörter Fremdsprachenkompetenzen · Gymnasiale Oberstufe · Gemeinsamer Europäischer Referenzrahmen für Sprachen · Ziele schulischen Lernens Writing skills in English as a foreign language in upper secondary schoolAbstract There is a substantial lack of studies in productive skills of German students in English as a foreign language. Based on this research gap, the present repeated measurement study evaluated the competence to write argumentative essays and synthesis texts of n = 838 11th graders from upper secondary schools while also collecting data on receptive skills (listening and reading comprehension). Findings show that a substantial number of students (approximately 60%) reach level B2 or higher of the Common European Framework of Reference for Languages one year before leaving upper secondary school, which is the official standard for upper secondary school writing. Furthermore, analyses show that all foreign language skills increased over the course of one school year and that students with different educational emphases in their school tracks (i.e., with a primary focus on languages vs. natural science vs. social science vs. other subjects) differ significantly in their writing skills. Specifically, students who pursue language-centered studies clearly outperformed all other students as expected. Findings are discussed with respect to normative performance expectations of upper secondary schooling.Keywords Common European Framework of Reference for Languages · Foreign language skills · Normative goals of schooli...

Is a Long Essay Always a Good Essay? The Effect of Text Length on Writing Assessment

“…The sample consisted of N = 2,722 upper secondary students (11th grade; 58.1% female) in Germany (n = 894) and Switzerland (n = 1828) from the interdisciplinary and international research project Measuring English Writing at Secondary Level (MEWS; for an overview see Keller et al, 2020). The target population were students attending the academic track of general education grammar schools (ISCED level 3a) in the German federal state Schleswig-Holstein as well as in seven Swiss cantons (Aargau, Basel Stadt, Basel Land, Luzern, St. Gallen, Schwyz, Zurich).…”

“…In addition to two human ratings per essay, ETS also provided scores from their automated essay scoring system (erater R ; Burstein et al, 2013). For a more detailed description of the scoring procedure and the writing prompts see Rupp et al (2019) and Keller et al (2020). For the purpose of this study, we selected the student responses to the TOEFL iBT independent writing prompt "Teachers, " which showed good measurement qualities (see Rupp et al, 2019).…”

“…The PV reliabilities were 0.92 (T1) and 0.76 (T2) for reading comprehension, and 0.85 (T1) and 0.72 (T2) for listening comprehension. For a more detailed description of the scaling procedure see Köller et al (2019).…”

A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies

“…The reliabilities were satisfactory (.80/.81). In Study 2, calibration analyses for English competencies as well as cognitive ability were conducted using Mplus (Version 8.1, Muthén & Muthén, 1998‐2017, as described in Köller et al, 2019; Appendix S1). The reliability was satisfactory, ranging from .72 (T2 listening) to .93 (T1 writing achievement).…”

“…The multidimensional modelling of performance in the test of English as a foreign language (TOEFL; Sawaki et al, 2008) shows, in addition to group factors (i.e., reading, listening, speaking, and writing as first‐order factors), a higher‐order factor that expresses performance on the overall test. Köller et al (2019) found reading, listening, and writing to be moderately correlated (approx. r = .50), indicating some variance between the modalities.…”