Writing assessment: A pedagogical perspective on variations and dichotomies

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter reports on the findings of a contextual mixed-method study investigating the factors that influence how teachers at the Language Center (LC) of Sultan Qaboos University, Oman (SQU), assess students' academic writing and the features on which they focus. Results from the quantitative data analysis indicate that the influence of raters' first language (L1) is statistically significant, while the impact of their experience of teaching a particular course is effectively insignificant. Findings from the qualitative data analysis, however, reveal other influential factors, notably teaching experience in general terms, learning experience, educational background, culture, and personality. As for the features teachers focus on while assessing writing, both quantitative and qualitative data analyses show different patterns for the L1 groups involved. Findings from this study could be useful for informing decision makers on the various ways teachers from different L1 and experiential backgrounds assess writing and the constructs they follow.

Original languageEnglish
Title of host publicationMethodologies for Effective Writing Instruction in EFL and ESL Classrooms
PublisherIGI Global
Pages327-352
Number of pages26
ISBN (Electronic)9781466666207
ISBN (Print)1466666196, 9781466666191
DOIs
Publication statusPublished - Oct 31 2014

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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  • Cite this

    Bahrouni, F. (2014). Writing assessment: A pedagogical perspective on variations and dichotomies. In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms (pp. 327-352). IGI Global. https://doi.org/10.4018/978-1-4666-6619-1.ch019