An investigation into native and non-native teachers’ assessment of Chinese students’ English writing
Dados Bibliográficos
| ID | 21757160 |
|---|---|
| Autores | Zhenhui Rao (0000-0001-8429-5333, Jiangxi Normal University, autor correspondente), Fulan Liu (0000-0001-6571-0335, Jiangxi Normal University) |
| Ano | 2020 |
| Volume | 38 |
| Fascículo | 2 |
| Páginas | 152-166 |
| Data de publicação | 2020-04-02 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Southern African Linguistics and Applied Language Studies (JOURNAL) |
| Identificadores do periódico | ISSN: 1607-3614 • E-ISSN: 1727-9461 |
| Editora | National Inquiry Services Center (NISC) (PUBLISHER) |
| DOI | 10.2989/16073614.2020.1805776 |
| OpenAlex | W3088701424 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências citadas | 32 |
This study compares the assessment criteria which native English-speaking (NES) and non-native English-speaking (NNES) teachers applied in their writing evaluation in a Chinese context. Using both quantitative and qualitative methods, it examines not only how the two groups of teachers assess students’ writing holistically, but also how the two groups differ in their analytical reasons for their ratings. The results showed that in holistic evaluation, the NES and NNES teachers differed significantly, with the former assigning higher scores to all the essays. In terms of the analytic evaluation of the ten specifically categorised features, the two groups showed statistically significant differences in four categories. The NES teachers were more lenient in evaluating the categories of ‘grammar’ and ‘sentence structure’, but the NNES teachers were less severe in rating the categories of ‘ideas’ and ‘arguments’. An analysis of the findings reveals that the differences in the assessment of students’ English writing between the two groups of teachers may originate from their language learning experiences, language teaching methods and language teaching beliefs
Biology · Grammar · Linguistics · Mathematics education · Sentence · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Native or non-native
Qualitative evaluation and research methods
'Naive' native speakers and judgements of oral proficiency in Spanish
Judgments of oral proficiency by non-native and native English speaking teacher raters
A comparison of newly-trained and experienced raters on a standardized writing assessment
The influence of rater language background on writing performance assessment
Scoring with the computer
Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods
Teachers’ perceptions of error
Language learning styles
EFL learners' beliefs about native and non-native English-speaking teachers
Chinese students' perceptions of native English-speaking teachers in EFL teaching
Advantages and Disadvantages of Native‐ and Nonnative‐English‐speaking Teachers
Do English and ESL Faculties Rate Writing Samples Differently
Looking behind the Curtain
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
Rating Nonnative Writing
Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study
Crosscultural comparison of writing standards
| Obras citantes distintas | 2 |
|---|---|
| Citações por ano | 2 |
| Intervalo de citações | 2025 - 2025 (1) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |