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Measuring English Writing at Secondary Level. A Binational Comparative Study

衡量中学英语写作水平。

基本信息

批准号：
282656461
负责人：
Professor Dr. Olaf Köller
金额：
--
依托单位：
IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/282656461?language=en
关键词：
Measuring English Writing Secondary Level.

项目摘要

English essay writing is a key competence in a modern world in which English is the lingua franca of science, business and higher education. MEWS will be the first large-scale study of English essay writing in Germany or Switzerland at upper secondary level (10th grade) and has three main research questions: (1) How proficient are learners in essay writing in English two years before their baccalaureate? (2) What is the relationship between individual factors (e.g. motivation, intelligence), family background, extracurricular activities and English essay writing competences? (3) What is the relationship between school and classroom factors (e.g. classroom instruction, school types, baccalaureate rate) and English essay writing competences? Learners ability to write English essays will be measured in two populations, the first one from Switzerland (AG, BS, BL, SO, ZH, N = 1500), the second one from Germany (Schleswig-Holstein, N = 1500) at two time points, gathering a total of four responses from each learner (12.000 essays in total). We expect individual factors (level 1), classroom factors (level 2) and system factors (level 3) to be substantial predictors of writing skills at upper secondary level. Based on our literature review, we expect previous writing skills as well as English receptive skills to be the strongest level 1 predictors of subsequent writing skills, followed by cognitive abilities and motivational characteristics, i.e., academic self-concept and interest. Concerning the level 2 effects, we expect learners familiarity with the genre of the argument essay to be the strongest predictor, either because they studied such texts as models and/or actively practiced writing them. The project has a strong pedagogic focus and will investigate to what degree classroom factors such as peer-feedback, criteria-based assessment or lexical/grammar instruction predict writing skills. Concerning systemic factors (level 3), we expect to find the relationship lower baccalaureate rate = better student performances to be mirrored in our data. The project will use rigorously trained human raters as well as the ETS-owned and proprietary automated essay scoring engine e-rater® to measure key aspects of learners writing skills: The ability to compose grammatical, well-punctuated sentences, to choose appropriate genre-specific vocabulary, and to structure their compositions coherently by use of connectors and linking words. E-rater will help to overcome high costs associated with human scoring and avoid biased artefacts due to harshness and leniency effects. The project is done in a binational setting in order to exploit the complementary expertise of the researchers and to compare the educational systems of the two countries involved. It will lay the groundwork for an exciting new paradigm for teaching und assessing English writing that will be of great value for teachers, universities and educational governance throughout Europe.

在现代世界，英语是科学、商业和高等教育的通用弗兰卡，英语论文写作是一项关键能力。MEWS将是德国或瑞士第一项针对高中（10年级）英语论文写作的大规模研究，主要研究问题有三个：（1）学习者在获得学士学位前两年的英语论文写作熟练程度如何？(2)个人因素（如动机、智力）、家庭背景、课外活动与英语写作能力之间的关系是什么？(3)学校和课堂因素（如课堂教学、学校类型、学士学位率）与英语论文写作能力之间的关系是什么？将在两个人群中测量学习者写英语文章的能力，第一个来自瑞士（AG，BS，BL，SO，ZH，N = 1500），第二个来自德国（石勒苏益格-荷尔斯泰因，N = 1500），在两个时间点收集每个学习者的总共四个回答（总共12.000篇文章）。我们期望个人因素（第一级），课堂因素（第二级）和系统因素（第三级）是高中阶段写作技能的实质性预测因素。根据我们的文献回顾，我们预计以前的写作技能以及英语接受技能是后续写作技能的最强1级预测因子，其次是认知能力和动机特征，即，学术自我概念和兴趣。关于第2级的影响，我们希望学习者熟悉的类型的论点文章是最强的预测，无论是因为他们研究了这样的文本作为模型和/或积极练习写他们。该项目有很强的教学重点，并将调查在何种程度上课堂因素，如同行反馈，基于标准的评估或词汇/语法教学预测写作技能。关于系统性因素（第3级），我们希望在我们的数据中找到较低的学士学位率=较好的学生表现的关系。该项目将使用经过严格培训的人工评分员以及ETS拥有的专有自动化论文评分引擎e-rater®来衡量学习者写作技能的关键方面：撰写语法，标点符号良好的句子的能力，选择适当的体裁特定词汇，以及通过使用连接词和连接词连贯地构建他们的作文。E-rater将有助于克服与人工评分相关的高成本，并避免由于苛刻和宽容效应而导致的有偏见的人工制品。该项目是在两国背景下进行的，以便利用研究人员的互补专长，并比较所涉两国的教育制度。它将为一个令人兴奋的英语写作教学和评估新范式奠定基础，这对整个欧洲的教师、大学和教育管理都具有重要价值。