The Cultivation of Chinese Learners’ English Writing Competency through Learning-oriented Assessment
Datos Bibliográficos
| ID | 21806293 |
|---|---|
| Autores | Xin Yang (0000-0002-0154-737X, Sichuan University of Arts and Science, autor de correspondencia) |
| Año | 2020 |
| Volumen | 10 |
| Número | 10 |
| Páginas | 1227 |
| Fecha de publicación | 2020-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Theory and Practice in Language Studies (JOURNAL) |
| Identificadores de la revista | ISSN: 1799-2591 • E-ISSN: 2053-0692 |
| Editorial | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/tpls.1010.06 |
| OpenAlex | W3089003042 |
| Idioma | EN |
| Referencias citadas | 5 |
This study is to empirically investigate the effect of the learning-oriented assessment on Chinese learners’ development of English writing competency. This experiment was implemented in the writing classroom among 74 English majors from a local Chinese university within one term, and the findings from the analysis of 68 pairs of qualified essays indicate a significant difference between the scores in the pretest and the posttest. Based on the fact that the participants displayed a better performance on the lexical and syntactic level in the posttest, it can be inferred that the participants have shown a tendency of being better at exerting their linguistic ability together with their topic knowledge, cognitive and metacognitive strategies to achieve the communicative goal through the learning-oriented assessment model
Cognition · Linguistics · Mathematics education · Metacognition · Educational Technology and Assessment · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |