English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany
English writing skills of students in upper secondary education: Results from an empirical study in Switzerland and Germany
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DOI：
10.1016/j.jslw.2019.100700
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发表时间：
2020-06-01
影响因子：
6.1
通讯作者：
Rupp, Andre A.
中科院分区：
文献类型：
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作者：
Keller, Stefan D.;Fleckenstein, Johanna;Rupp, Andre A.
本研究调查了德国和瑞士的高中生（学术类，体育类）在高中毕业考试前两年和一年的英语写作技能。它侧重于EFL写作的水平和发展以及不同群体（国家，性别，语言背景）之间的差异。样本n = 2847名学生在重复测量研究的两个不同的写作任务，从测试的英语作为一门外语（托福网考）。结果表明，在这两个国家，超过70%的受试学生达到了欧洲语言共同参考框架（CEFR）的B2级，从而在毕业前一年掌握了目标标准。在整个学年中，写作技能的发展有很小的影响，这与接受技能的研究规模相似。瑞士学生的表现优于德国学生，而性别和语言背景没有显着影响。这些研究结果进行了讨论方面的影响，英语写作课程和教师教育在国际范围内。
This study investigates English writing skills of learners two years and one year before their baccalaureate exam in upper secondary schools (academic track, Gymnasium) in Germany and Switzerland. It focuses on level and development of EFL writing as well as differences between groups (country, gender, language background). A sample of n = 2847 students worked in a repeated measurement study on two different writing tasks from the Test of English as a Foreign Language (TOEFL iBT). Results showed that in both countries over 70% of tested students achieved level B2 according to the Common European Framework of Reference for Languages (CEFR), thus mastering target standards one year before graduation. There were small effects for the development of writing skills over the school year, which were similar in size to studies on receptive skills. Swiss students outperformed German students while gender and language background did not have significant effects. These findings are discussed with regard to implications for English writing curricula and teacher education in an international context.