A Comparative Study of EFL Instructors’ Essay Rating

Holistic Versus Analytic Approaches at a Tertiary Institution in Saudi Arabia

Dados Bibliográficos

ID21806712
AutoresShifa Alotibi (King Abdulaziz University), Abdullah Alshakhi (0000-0003-1569-516X, King Abdulaziz University)
Ano2022
Volume12
Fascículo1
Páginas55-64
Data de publicação2022-01-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTheory and Practice in Language Studies (JOURNAL)
Identificadores do periódicoISSN: 1799-2591 • E-ISSN: 2053-0692
EditoraAcademy Publication (PUBLISHER • GB)
DOI10.17507/tpls.1201.07
OpenAlexW4205384281
IdiomaEN
Referências citadas7

This study seeks to explore the factors that influence EFL instructors’ rating decisions while using holistic and analytic rubrics. Few studies have been conducted on the factors that influence the rating practices of EFL instructors, specifically, in the Saudi EFL context. This study addresses this gap and contributes more broadly to the understanding of the interplay between EFL instructors and the use of holistic and analytic rubrics. The data were collected in a Saudi university at a preparatory year program (PYP). This study utilizes semi-structured interviews with eleven EFL instructors from different nationalities. Guided by the critical language testing as a theoretical framework and with qualitative analysis, the study reveals that critical language testing can minimize the negative consequences of writing assessment done by graders; however, students’ low English proficiency, time constraints, heavy workload can negatively affect the rating practices. Finally, several pedagogical implications, insights, and recommendations for future research are put forward in the conclusion

Institution · Mathematics education · Medical education · Qualitative research · Rubric · Social science · Sociology · Tertiary institution · Workload · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Medicine · Psychology · Second Language Learning and Teaching