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JOURNAL of ENGLISH EDUCATION, VOLUME 3,NOMOR 2,2018



Abstract
Two central issues in the assessment of direct writing tests, especially for L2 contexts,
refer to the development of these tasks and the scoring procedures. These allow
making inferences about the specific test takers’ writing ability and provide useful
diagnostic information about what aspects of writing are mostly important for raters.
This study was concerned with constructing specific rating scales based on written
samples by Cypriot-Greek students in an EFL classroom context in an effort to examine
and determine what aspects of writing are more important in L2 writing and how are
these divided up. The examination of these written samples was conducted using two
different approaches in an effort to come up with valid and reliable ways to evaluate L2
written samples. The developed rating scales addressed overall writing ability and
spelling accuracy. The findings suggest that more emphasis on L2 writing may be given
to accuracy rather than communicative effectiveness drawing attention to the need of
involving tasks that provide the opportunity to students to reflect on content or topical
knowledge.

Keywords: second language writing, spelling accuracy, holistic scales, analytic scales,
Cypriot Greek


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EJNAS3,NO.2420Google DriveAvailable

Detail Information

Series Title
-
Call Number
420
Publisher USN SCIENTIFIC JOURNAL : KOLAKA.,
Collation
-
Language
English
ISBN/ISSN
2502-6909
Classification
420
Content Type
text
Media Type
E-Journal
Carrier Type
-
Edition
VOLUME 3,NOMOR 2,2018
Subject(s)
Specific Detail Info
-
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