Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing

Datos Bibliográficos

ID19380796
AutoresLing Shi (0000-0002-5831-813X, University of British Columbia, autor de correspondencia)
Año2001
Volumen18
Número3
Páginas303-325
Fecha de publicación2001-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLanguage Testing (JOURNAL)
Identificadores de la revistaISSN: 0265-5322 • E-ISSN: 1477-0946
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/026553220101800303
OpenAlexW2136852860
IdiomaEN
Citas recibidas19
Referencias citadas21

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