Using a tablet-based composition marking recording system to conduct think-aloud for composition rating research.

Area of Science:

• * Educational Psychology
• * Applied Linguistics
• * Human-Computer Interaction

Background:

• * Composition rating processes are a significant area of research in writing studies.
• * Concurrent think-aloud protocol analysis (TAPA) is a common method for studying these processes.
• * Previous TAPA research has primarily focused on English language education, with limited studies on Chinese language education, and none utilizing computer-based platforms or addressing the psychological impact of recording equipment.

Purpose of the Study:

• * To address the research gaps in TAPA application for Chinese language composition rating.
• * To develop and evaluate a camera-free, tablet-based system for analyzing the composition marking behavior of Chinese writing teachers.
• * To provide a more naturalistic and less intrusive method for collecting qualitative data on the composition rating process.

Main Methods:

• * Development of a novel camera-free, tablet-based composition marking system.
• * Application of concurrent think-aloud protocol analysis (TAPA) within a tablet-assisted marking environment.
• * Systematic recording of teacher participants' marking processes for qualitative data analysis.

Main Results:

• * The developed system successfully facilitates the examination of Chinese writing teachers' composition marking behavior.
• * The camera-free design mitigates psychological pressure on participants, potentially leading to more authentic data.
• * The tablet-based environment allows for systematic recording and analysis of the marking process.

Conclusions:

• * The camera-free, tablet-based system offers a promising advancement for TAPA research in composition rating, particularly for L1 Chinese language education.
• * This innovative approach enhances the ecological validity of think-aloud studies by reducing participant anxiety.
• * The system provides a valuable tool for understanding nuanced aspects of language teacher assessment practices.