Arts and Humanities Commons^™

Measures Of Written Linguistic Accuracy: Questions Of Reliability, Validity, And Practicality, Troy L. Cox, Norman W. Evans, K. James Hartshorn, Teresa Martin De Jel

Faculty Publications

Determining linguistic improvement in L2 writing requires a precise measure of linguistic accuracy. Although numerous metrics of linguistic accuracy have been used in L2 research, Wigglesworth and Foster (2008) proposed a new kind of measure—a weighted clause ratio—based on the adequacy of the writer’s conveyed meaning. This paper evaluates the validity of this metric and compares it to two of the most similar measures of linguistic accuracy currently in use: the error-free T-unit ratio and the error-free clause ratio. The data collected and analyzed in this study were drawn from over 350 writing samples generated by 81 ESL writers whose …

The Efficacy Of Dynamic Written Corrective Feedback For University Matriculated Esl Learners, Norman W. Evans, K. James Hartshorn, Diane Strong-Krause

Faculty Publications

Truscott’s (1996) indictment on error correction in second-language (L2) writing has ignited much discussion and research on the appropriateness of written corrective feedback (WCF) in L2 contexts. Out of this has emerged a body of research that suggests that WCF can positively impact the linguistic accuracy of student writing. However, these studies have examined only one or two error types. A central aspect of the efficacy of any corrective measure has to do with using feedback that is appropriate for the learner and the learning context. This paper builds on previous studies of dynamic WCF, which targets all linguistic errors …

Written Corrective Feedback: Practitioners’ Perspectives, Norman W. Evans, K. James Hartshorn, Emily Allen Tuioti

Faculty Publications

Abstract in English:

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers …