Mainstream Teacher Candidates' Perspectives on ESL Writing
The Effects of Writer Identity and Rater Background
Bibliographic Data
| ID | 10816198 |
|---|---|
| Authors | Hyun-Sook Kang (0000-0003-3808-306X, Illinois State University; Normal Illinois United States), Hyun‐sook Kang (0000-0001-8340-3718, Illinois State University), Hillary Veitch (Illinois State University; Normal Illinois United States) |
| Year | 2017 |
| Volume | 51 |
| Issue | 2 |
| Pages | 249-274 |
| Publication date | 2017-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.289 |
| OpenAlex | W2257711526 |
| Language | EN |
| Citations received | 3 |
| References cited | 18 |
This study explored the extent to which the ethnic identity of a writer and the background (gender and area of teaching) of a rater can influence mainstream teacher candidates' evaluation of English as a second language (ESL) writing, using a matched-guise method. A one-page essay was elicited from an ESL learner enrolled in an intensive English program and was manipulated to incorporate error patterns often observed among Chinese- and Spanish-speaking learners. Teacher candidates were led to believe it was produced by an ESL learner whose first language was either Chinese or Spanish. One-hundred-sixty-three undergraduate students enrolled in a teacher education program at a U.S. university were asked to score the ESL essay holistically, provide qualitative comments, identify the three most troublesome errors in order of seriousness, and offer advice on how to improve ESL writing. No significant effects of writer identity on the holistic scoring were detected, but the teacher candidates revealed different categories of rater responses depending on the writer's identity. Conversely, although the raters' backgrounds (gender and area of teaching) had significant effects on global scoring, they did not have any significant impact on the qualitative nature of rater responses
Aesthetics · Art · Basic writing · Higher education · Identity (music) · Linguistics · Mainstream · Pedagogy · Political science · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Student Assessment and Feedback
Pedagogical Language Knowledge
Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing
Native- and nonnative-speaking EFL teachers' evaluation of Chinese students' English writing
Teachers’ Characteristics and Attitudinal Beliefs About Linguistic and Cultural Diversity
Who speaks “broken English”? US undergraduates’ perceptions of non‐native English 1
Teachers’ perceptions of error
Exploring the emotions and needs of English language learners
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
Error Gravity
Effects of Task and Rater Background on the Evaluation of ESL Student Writing
Developing Responsive Teachers
Crosscultural comparison of writing standards
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |