写作自动评价系统在中国大学生英语作文形成性评价中的应用 ——一项探索性研究
发布时间：2021-11-10 16:11
网络学习和混合式学习已变成高等教育常见的学习方式（Baleni,2015）。与此同时,测试对学习有极重要的影响,是正规高等教育的核心成份（Angus&Watson,2009）,也是有效学习的重要组成（Bransford et al,2000）。同时,《中国2010至2020中长期教育改革和发展纲要》明确指出“中国必须进行教育测试改革。形成性测试作为一种重要的测试手段有助于学生全面语言能力的发展。在语言测试中应综合采用形成性和总结性评价,形成性评价应成为日常教学的主要测试手段”。Kibble（2011）指出“在一个理想的世界里,学生将接受持续的形成性测试,因为持续的形成性测试有助于个性化学习,能帮助学生把现在的学习更好的构建在以前的学习之上,促进学习能力的发展”。如何在实际的语言测试中更好的实施形成性评价?如何更好的发挥形成性评价对语言学习的促进作用?这些都是目前学界和理论研究的热点。随着科学技术的发展,越来越多的新技术和方法被创造出来辅助学习,他们不仅能够有效评价学生的学习成果同时也能帮助促进学习。Kibble提到的理想中的世界正在来临!写作自动评价系统就是这样的一种技术,它基...
【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：246 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Statement of the Problem
1.1.1 Chinese EFL Learners' Writing
1.1.2 Writing Pedagogy in Chinese Writing Classes
1.2 Dissertation Goals and Questions
1.3 Significance of the Study
1.3.1 Theoretical Implication
1.3.2 Practical Implication
1.3.3 Methodological Implication
1.4 Definition of Terms
1.4.1 Formative Assessment and Related Terms
1.4.2 Competence and Performance
1.4.3 Predictor of writing Proficiency
1.4.3.1 Coherence and Cohesion…
1.4.3.2 Syntactic Complexity
1.4.3.3 Lexical Diversity (LD)
1.4.3.4 Word Frequency
1.4.3.5 Latent Semantic Analysis (LSA)
1.5 Outline of the Dissertation
Chapter 2 Literature Review
2.1 Conceptual Frameworks of Formative Assessment
2.1.1 Formative Assessment Theory…
2.1.1.1 Psychometrics and Behaviorist Concept
2.1.1.2 Cognitive and Constructivist Concept
2.1.1.3 Sociocultural Perspective
2.1.2 Formative Assessment in Practice
2.1.2.1 Teachers' Instruction and Practice
2.1.2.2 Student Learning
2.1.3 Summary
2.2 Assessing Writing
2.2.1 Conceptions of Second Language Proficiency and Writing Ability
2.2.1.1 Writing Construct and Writing Models
2.2.1.2 Factors Impacting Writing Performance
2.2.1.3 Writing as a Product
2.2.1.4 Writing as a Process…
2.2.2 Scoring Procedures for Writing Assessment
2.2.2.1 Holistic Scoring
2.2.2.2 Analytic Scoring
2.2.2.3 Trait-Based Scoring
2.2.2.4 Classroom Writing Assessment
2.2.3 Assessing Chinese College EFL Students' Writing
2.2.4 Summary
2.3 AES-based Formative Assessment
2.3.1 Online Formative Assessment
2.3.1.1 Formative and Immediate Feedback
2.3.1.2 Engagement with Critical Learning Processes
2.3.1.3 Promoting Equitable Education
2.3.2 AES in Language Education
2.3.3 AES for Assessment
2.3.4 Summary
2.4 A Proposed Framework of AES-based FA for the Current Study
2.5 Chapter Summary
Chapter 3 Methodology
3.1 Context
3.1.1 Course Description
3.1.2 Role of the Researcher
3.2 Study Participants
3.2.1 Student Participant
3.2.2 Teacher Participant
3.3 Instrument
3.3.1 AES System
3.3.2 Students' Writing Products
3.3.3 Questionnaire
3.3.4 Measurement of Linguistic Features
3.3.4.1 Measurement of Cohesion
3.3.4.2 Measurement of Syntactic Complexity
3.3.4.3 Measurement of Lexical Competence
3.3.5 Semi-structured Interview
3.4 Procedure
3.4.1 Writing Sample Collection
3.4.2 Rating Procedures
3.4.3 Questionnaire Procedure
3.4.4 Interview Procedures
3.4.5 Variable Selection Procedures
3.5 Data Analysis
3.6 Chapter Summary
Chapter 4 Results and Discussion
4.1 Demographic Information of the Participants
4.2 Reliability Checks and Preliminary Item Analyses
4.2.1 Inter-rater Reliability
4.2.2 Reliability and Validity of Questionnaire
4.3 Eight Themes Concluded in Students' Interviews
4.4 Preliminary Data Analyses of the Variables
4.4.1 Descriptive Statistics of Students' General Performance
4.4.2 Descriptive Statistics of Students' Vocabulary in Writing
4.4.3 Descriptive Statistics of Students' Syntax in Writing
4.4.4 Descriptive Statistics of Students' Organization in Writing
4.4.5 Descriptive Statistics of Students' Content in Writing
4.5 Exploratory Analyses of the Variables and Results for Research Questions…..
4.5.1 Impact of AES-based FA on Students' Writing
4.5.2 Students' Attitude to Formative Assessment of Writing
4.5.3 Students' Attitude to AES-based FA
4.6 Discussion
4.6.1 Impact of AES-based FA on Students' Writing
4.6.2 Students' Attitude to Formative Assessment of Writing
4.6.3 Students' Attitude to AES-based FA
4.7 Chapter Summary
Chapter 5 Conclusions
5.1 Major Findings
5.2 Limitations
5.3 Implications and Suggestions
5.4 Recommendations for Future Study
Bibliography
Appendix Ⅰ: Requirement on College English Writing
Appendix Ⅱ: Requirement on English Majors’ Writing
Appendix Ⅲ: Writing Scales of CET4/CET
Appendix Ⅳ: Ten Writing Rubrics of Students’ Writing
Appendix Ⅴ: Student Questionnaire Questions
Appendix Ⅵ: Student Interview Questions
Appendix Ⅶ: A Sample of Student Interview Transcript
Appendix Ⅷ: Item Total Statistics of Student Questionnaire
Appendix Ⅸ: Factor Analysis Result of Students Questionnaire
Appendix Ⅹ: Multiple Comparisons of Students’ Writing Scores
【参考文献】：
期刊论文
[1]高校英语写作教学现状调查研究[J]. 陈爱梅. 兰州教育学院学报. 2015(07)
[2]基于动态评估理论的英语写作反馈方式比较研究[J]. 李奕华. 外语界. 2015(03)
[3]英语专业学生写作现状调查与后摄自主写作[J]. 金彩娥. 内蒙古师范大学学报(教育科学版). 2015(06)
[4]大学英语写作教学现状分析及对策[J]. 刘媛. 英语广场. 2015(04)
[5]提示特征对中国学生综合写作任务的影响研究[J]. 何莲珍,孙悠夏. 外语教学与研究. 2015(02)
[6]外语课堂即时形成性评估的“相倚性”研究[J]. 杨华,文秋芳. 外语教学. 2014(04)
[7]形成性评估理论框架的构建[J]. 李清华. 教育测量与评价(理论版). 2014(04)
[8]探究写作自动评价系统在英语教学中的应用模式[J]. 唐锦兰. 外语教学理论与实践. 2014(01)
[9]课堂即时形成性评估研究述评:思考与建议[J]. 杨华,文秋芳. 外语教学理论与实践. 2013(03)
[10]基于Coh-Metrix的中国英语学习者议论文写作质量预测模型研究[J]. 杜慧颖,蔡金亭. 现代外语. 2013(03)
本文编号：3487546
【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：246 页
【学位级别】：博士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Statement of the Problem
1.1.1 Chinese EFL Learners' Writing
1.1.2 Writing Pedagogy in Chinese Writing Classes
1.2 Dissertation Goals and Questions
1.3 Significance of the Study
1.3.1 Theoretical Implication
1.3.2 Practical Implication
1.3.3 Methodological Implication
1.4 Definition of Terms
1.4.1 Formative Assessment and Related Terms
1.4.2 Competence and Performance
1.4.3 Predictor of writing Proficiency
1.4.3.1 Coherence and Cohesion…
1.4.3.2 Syntactic Complexity
1.4.3.3 Lexical Diversity (LD)
1.4.3.4 Word Frequency
1.4.3.5 Latent Semantic Analysis (LSA)
1.5 Outline of the Dissertation
Chapter 2 Literature Review
2.1 Conceptual Frameworks of Formative Assessment
2.1.1 Formative Assessment Theory…
2.1.1.1 Psychometrics and Behaviorist Concept
2.1.1.2 Cognitive and Constructivist Concept
2.1.1.3 Sociocultural Perspective
2.1.2 Formative Assessment in Practice
2.1.2.1 Teachers' Instruction and Practice
2.1.2.2 Student Learning
2.1.3 Summary
2.2 Assessing Writing
2.2.1 Conceptions of Second Language Proficiency and Writing Ability
2.2.1.1 Writing Construct and Writing Models
2.2.1.2 Factors Impacting Writing Performance
2.2.1.3 Writing as a Product
2.2.1.4 Writing as a Process…
2.2.2 Scoring Procedures for Writing Assessment
2.2.2.1 Holistic Scoring
2.2.2.2 Analytic Scoring
2.2.2.3 Trait-Based Scoring
2.2.2.4 Classroom Writing Assessment
2.2.3 Assessing Chinese College EFL Students' Writing
2.2.4 Summary
2.3 AES-based Formative Assessment
2.3.1 Online Formative Assessment
2.3.1.1 Formative and Immediate Feedback
2.3.1.2 Engagement with Critical Learning Processes
2.3.1.3 Promoting Equitable Education
2.3.2 AES in Language Education
2.3.3 AES for Assessment
2.3.4 Summary
2.4 A Proposed Framework of AES-based FA for the Current Study
2.5 Chapter Summary
Chapter 3 Methodology
3.1 Context
3.1.1 Course Description
3.1.2 Role of the Researcher
3.2 Study Participants
3.2.1 Student Participant
3.2.2 Teacher Participant
3.3 Instrument
3.3.1 AES System
3.3.2 Students' Writing Products
3.3.3 Questionnaire
3.3.4 Measurement of Linguistic Features
3.3.4.1 Measurement of Cohesion
3.3.4.2 Measurement of Syntactic Complexity
3.3.4.3 Measurement of Lexical Competence
3.3.5 Semi-structured Interview
3.4 Procedure
3.4.1 Writing Sample Collection
3.4.2 Rating Procedures
3.4.3 Questionnaire Procedure
3.4.4 Interview Procedures
3.4.5 Variable Selection Procedures
3.5 Data Analysis
3.6 Chapter Summary
Chapter 4 Results and Discussion
4.1 Demographic Information of the Participants
4.2 Reliability Checks and Preliminary Item Analyses
4.2.1 Inter-rater Reliability
4.2.2 Reliability and Validity of Questionnaire
4.3 Eight Themes Concluded in Students' Interviews
4.4 Preliminary Data Analyses of the Variables
4.4.1 Descriptive Statistics of Students' General Performance
4.4.2 Descriptive Statistics of Students' Vocabulary in Writing
4.4.3 Descriptive Statistics of Students' Syntax in Writing
4.4.4 Descriptive Statistics of Students' Organization in Writing
4.4.5 Descriptive Statistics of Students' Content in Writing
4.5 Exploratory Analyses of the Variables and Results for Research Questions…..
4.5.1 Impact of AES-based FA on Students' Writing
4.5.2 Students' Attitude to Formative Assessment of Writing
4.5.3 Students' Attitude to AES-based FA
4.6 Discussion
4.6.1 Impact of AES-based FA on Students' Writing
4.6.2 Students' Attitude to Formative Assessment of Writing
4.6.3 Students' Attitude to AES-based FA
4.7 Chapter Summary
Chapter 5 Conclusions
5.1 Major Findings
5.2 Limitations
5.3 Implications and Suggestions
5.4 Recommendations for Future Study
Bibliography
Appendix Ⅰ: Requirement on College English Writing
Appendix Ⅱ: Requirement on English Majors’ Writing
Appendix Ⅲ: Writing Scales of CET4/CET
Appendix Ⅳ: Ten Writing Rubrics of Students’ Writing
Appendix Ⅴ: Student Questionnaire Questions
Appendix Ⅵ: Student Interview Questions
Appendix Ⅶ: A Sample of Student Interview Transcript
Appendix Ⅷ: Item Total Statistics of Student Questionnaire
Appendix Ⅸ: Factor Analysis Result of Students Questionnaire
Appendix Ⅹ: Multiple Comparisons of Students’ Writing Scores
【参考文献】：
期刊论文
[1]高校英语写作教学现状调查研究[J]. 陈爱梅. 兰州教育学院学报. 2015(07)
[2]基于动态评估理论的英语写作反馈方式比较研究[J]. 李奕华. 外语界. 2015(03)
[3]英语专业学生写作现状调查与后摄自主写作[J]. 金彩娥. 内蒙古师范大学学报(教育科学版). 2015(06)
[4]大学英语写作教学现状分析及对策[J]. 刘媛. 英语广场. 2015(04)
[5]提示特征对中国学生综合写作任务的影响研究[J]. 何莲珍,孙悠夏. 外语教学与研究. 2015(02)
[6]外语课堂即时形成性评估的“相倚性”研究[J]. 杨华,文秋芳. 外语教学. 2014(04)
[7]形成性评估理论框架的构建[J]. 李清华. 教育测量与评价(理论版). 2014(04)
[8]探究写作自动评价系统在英语教学中的应用模式[J]. 唐锦兰. 外语教学理论与实践. 2014(01)
[9]课堂即时形成性评估研究述评:思考与建议[J]. 杨华,文秋芳. 外语教学理论与实践. 2013(03)
[10]基于Coh-Metrix的中国英语学习者议论文写作质量预测模型研究[J]. 杜慧颖,蔡金亭. 现代外语. 2013(03)
本文编号：3487546
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