评分标题对EFL学习者在EMI环境中写作的影响
Talal Musaed Alghizzi1, Tahani Munahi Alshahrani1
1Department of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University, Saudi Arabia.
Heliyon
|September 23, 2024
概括
这项研究发现,雅思标题显著提高了英语作为外语 (EFL) 学习者在英语作为教学媒介 (EMI) 设置中的写作成绩,优于其他评分标题类型.
科学领域:
- 应用语言学 应用语言学
- 教育评估的教育评估
背景情况:
- 评分标题 (GRs) 被认可为书面的纠正反.
- 有限的研究存在于国际英语语言测试系统 (IELTS) 以英语作为教学媒介 (EMI) 写作背景的不同GR类型的有效性.
研究的目的:
- 调查哪些分级标签类型 (整体,ESL作文档,校正码,雅思) 最能提高英语作为外语 (EFL) 学习者的写作能力.
- 为了确定哪种类型的标签最有效地提高了在EMI有争议的设置中雅思写作成绩.
主要方法:
- 351名沙特EFL学习者被分为四组,每个组使用不同的GR类型.
- 参与者参与了四个月的过程类型方法,根据分配的标题获得同行和教师反.
- 使用ANOVA和t测试分析了预测,中期和测试后的得分.
主要成果:
- 在ESL构成概况和校正代码标题中,逐渐有所改善.
- 整体标题没有产生显著的改进.
- 使用雅思标题的学习者在所有评估中都表现出卓越的表现.
结论:
- 在EMI设置中,雅思评分标签是最有效的改善EFL学习者的写作成绩.
- 教学意义表明,在EMI环境中使用GRs进行写作指令的战略用途.
- 这项研究有助于了解GRs对沙特高等教育中EFL写作的影响.
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