Stefan D Keller
Biographic Data
| ID | 9664778 |
|---|---|
| NAME | Stefan D Keller |
| GIVEN NAMES | Stefan D |
| FAMILY NAME | Keller |
| SIGNATURE | KELLER S D |
| AFFILIATIONS | University of Teacher Education Zug |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pursuing fair writing assessment: Halo effects in primary school foreign language writing in grade six
Assessing the writing competence of pupils learning English as a foreign language (EFL) at primary school is associated with specific challenges because of learners’ limited language resources. This study investigates the extent to which characteristics of their texts trigger so-called halo effects. Halo effects are an assessment bias where the quality of one feature unintentionally influences the evaluation of other aspects. The study examines h…
Exploring linguistic characteristics across Cefr writing levels and their relationships with student backgrounds
This study attempted to identify significant linguistic features that distinguish across CEFR writing levels. The sample included essays from 959 German-speaking EFL students on two tasks: an Independent argumentative task and an Integrated summarizing task. Using natural language processing tools, 19 linguistic features encompassing fluency, lexical, syntactic, and cohesion dimensions were extracted and analyzed through ANOVAs and post-hoc tests…
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each as…
English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany
Combining Rhetoric and Pragmatics to Read Othello
This article shows how combining the disciplines of ancient rhetoric and modern “pragmatics” opens up new approaches to the substance of Shakespeare's dramatic language, the fundamental medium of his art. Focusing on the “Temptation Scene” from Othello, it offers detailed analyses of rhetorical figures, combining them with “Politeness Theory” and “Relevance Theory”. From this point of view, rhetoric appears both ancient and modern, a guide to exp…
Shakespeare?s Rhetorical Fingerprint. New Evidence on the Authorship of Titus Andronicus
(2003). Shakespeare’s Rhetorical Fingerprint. New Evidence on the Authorship of Titus Andronicus. English Studies: Vol. 84, No. 2, pp. 105-118
Combining Rhetoric and Pragmatics to Read Othello
This article shows how combining the disciplines of ancient rhetoric and modern “pragmatics” opens up new approaches to the substance of Shakespeare's dramatic language, the fundamental medium of his art. Focusing on the “Temptation Scene” from Othello, it offers detailed analyses of rhetorical figures, combining them with “Politeness Theory” and “Relevance Theory”. From this point of view, rhetoric appears both ancient and modern, a guide to exp…
Shakespeare?s Rhetorical Fingerprint. New Evidence on the Authorship of Titus Andronicus
(2003). Shakespeare’s Rhetorical Fingerprint. New Evidence on the Authorship of Titus Andronicus. English Studies: Vol. 84, No. 2, pp. 105-118
Combining Rhetoric and Pragmatics to Read Othello
This article shows how combining the disciplines of ancient rhetoric and modern “pragmatics” opens up new approaches to the substance of Shakespeare's dramatic language, the fundamental medium of his art. Focusing on the “Temptation Scene” from Othello, it offers detailed analyses of rhetorical figures, combining them with “Politeness Theory” and “Relevance Theory”. From this point of view, rhetoric appears both ancient and modern, a guide to exp…
English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany
Language quality, content, structure: What analytic ratings tell us about EFL writing skills at upper secondary school level in Germany and Switzerland
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each as…
Pursuing fair writing assessment: Halo effects in primary school foreign language writing in grade six
Assessing the writing competence of pupils learning English as a foreign language (EFL) at primary school is associated with specific challenges because of learners’ limited language resources. This study investigates the extent to which characteristics of their texts trigger so-called halo effects. Halo effects are an assessment bias where the quality of one feature unintentionally influences the evaluation of other aspects. The study examines h…
Exploring linguistic characteristics across Cefr writing levels and their relationships with student backgrounds
This study attempted to identify significant linguistic features that distinguish across CEFR writing levels. The sample included essays from 959 German-speaking EFL students on two tasks: an Independent argumentative task and an Integrated summarizing task. Using natural language processing tools, 19 linguistic features encompassing fluency, lexical, syntactic, and cohesion dimensions were extracted and analyzed through ANOVAs and post-hoc tests…
Linguistics (4 works) · Writing and Handwriting Education (4 works) · Computer Science (3 works) · Foreign language (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Argumentative (2 works) · Art (2 works) · Artificial Intelligence (2 works) · EFL/ESL Teaching and Learning (2 works)