Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing
Bibliographic Data
| ID | 19380796 |
|---|---|
| Authors | Ling Shi (0000-0002-5831-813X, University of British Columbia, corresponding author) |
| Year | 2001 |
| Volume | 18 |
| Issue | 3 |
| Pages | 303-325 |
| Publication date | 2001-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Testing (JOURNAL) |
| Journal identifiers | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/026553220101800303 |
| OpenAlex | W2136852860 |
| Language | EN |
| Citations received | 19 |
| References cited | 21 |
This study examined differences between native and nonnative EFL (English as a Foreign Language) teachers’ ratings of the English writing of Chinese university students. I explored whether two groups of teachers -expatriates who typically speak English as their first language and ethnic Chinese with proficiency in English -gave similar scores to the same writing task and used the same criteria in their judgements. Forty-six teachers -23 Chinese and 23 English-background -rated 10 expository essays using a 10-point scale, then wrote and ranked three reasons for their ratings. I coded their reported reasons as positive or negative criteria under five major categories: general, content, organization, language and length. MANOVA showed no significant differences between the two groups in their scores for the 10 essays. Chi-square tests, however, showed that the English-background teachers attended more positively in their criteria to the content and language, whereas the Chinese teachers attended more negatively to the organization and length of the essays. The Chinese teachers were also more concerned with content and organization in their first criteria, whereas English-background teachers focused more on language in their third criteria. The results raise questions about the validity of holistic ratings as well as the underlying differences between native and nonnative EFL teachers in their instructional goals for second language (L2) writing
English as a foreign language · First language · Foreign language · Language assessment · Language proficiency · Linguistics · Mathematics education · Multivariate analysis of variance · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning
A Study of the EFL Writing of Chinese Learners
What influences the comprehensibility of L2 writers' opinion texts by L2 readers? Interactions between textual characteristics and readers’ profiles
Beyond Differences
Predicting human judgments of essay quality in both integrated and independent second language writing samples
Multi-Faceted Rasch Measurement and Bias Patterns in EFL Writing Performance Assessment
Using a logic model to evaluate rater training for EAP writing assessment
Rater variation in pragmatic assessment
Task complexity and L2 writing performance of young learners
N -gram use in EFL learners’ retelling and monologic tasks
Mainstream Teacher Candidates' Perspectives on ESL Writing
Judgments of oral proficiency by non-native and native English speaking teacher raters
The influence of rater language background on writing performance assessment
Students' voices in the evaluation of their written summaries
Do experience and text quality matter for raters’ decision-making behaviors
The development and maintenance of rating quality in performance writing assessment
Topical knowledge and ESL writing
An examination of rater performance on a local oral English proficiency test
The Impact of Computers on Marking Behaviors and Assessment
Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study
Non-native educators in English language teaching
Expertise in evaluating second language compositions
Examining washback
Native and Nonnative Reactions to ESL Compositions
Do English and ESL Faculties Rate Writing Samples Differently
On the Ethical Treatment of ESL Writers
Looking behind the Curtain
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
On the Power and Status of Nonnative ESL Teachers
Academic Writing and Chinese Students
Rating Nonnative Writing
Native and Nonnative Speakers' Pragmatic Interpretations of English Texts
Communicative Error Evaluation
Factors Affecting Composition Evaluation in an EFL Context
Crosscultural comparison of writing standards
Double Standards
| Unique citing works | 19 |
|---|---|
| Citations per year | 1 |
| Citation span | 2007 - 2024 (18) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 17 |