The impact of collocational proficiency features on expert ratings of L2 English learners’ writing

Bibliographic Data

ID21506114
AuthorsBen Naismith (0000-0001-8347-3142, University of Pittsburgh, corresponding author), Alan Juffs (0000-0002-4741-6412, University of Pittsburgh)
Year2025
Volume47
Issue1
Pages336-360
Publication date2025-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueStudies in Second Language Acquisition (JOURNAL)
Journal identifiersISSN: 0272-2631 • E-ISSN: 1470-1545
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0272263125000075
OpenAlexW4407179463
LanguageEN
Citations received1
References cited87

Lexical proficiency is a multifaceted phenomenon that greatly impacts human judgments of writing quality. However, the importance of collocations’ contribution to proficiency assessment has received less attention than that of single words, despite collocations’ essential role in language production. This study, therefore, investigated how aspects of collocational proficiency affect the ratings that examiners give to English learner essays. To do so, collocational features related to sophistication and accuracy were manipulated in a set of argumentative essays. Examiners then rated the texts and provided rationales for their choices. The findings revealed that the use of lower-frequency words significantly and positively impacted the experts’ ratings. When used as part of collocations, such words then provided a small yet significant additional boost to ratings. Notably, there was no significant effect for increased collocational accuracy. These findings suggest that low-frequency words within collocations are particularly salient to examiners and deserving of pedagogic focus

Language assessment · Language proficiency · Linguistics · Mathematics education · Lexicography and Language Studies · Philosophy · Psychology · Second Language Acquisition and Learning · Translation Studies and Practices

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