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dc.contributor.authorChan, Sathena Hiu Chongen
dc.date.accessioned2018-09-05T10:56:09Z
dc.date.available2018-09-05T10:56:09Z
dc.date.issued2018-09-05
dc.identifier.citationChan S (2018) 'Some evidence of the development of L2 reading-into-writing skills at three levels', Language, Education and Assessment, 01 (01), pp.9-27.en
dc.identifier.issn2209-3591
dc.identifier.doi10.29140/lea.v1n1.44
dc.identifier.urihttp://hdl.handle.net/10547/622840
dc.description.abstractWhile an integrated format has been widely incorporated into high-stakes writing assessment, there is relatively little research on students’ cognitive processing involved in integrated reading-into-writing tasks. Even research which reviews how the reading-into-writing construct is distinct from one level to the other is scarce. Using a writing process questionnaire, we examined and compared test takers’ cognitive processes on integrated reading-into-writing tasks at three levels. More specifically, the study aims to provide evidence of the predominant reading-into-writing processes appropriate at each level (i.e., the CEFR B1, B2, and C1 levels). The findings of the study reveal the core processes which are essential to the reading-into-writing construct at all three levels. There is also a clear progression of the reading-into-writing skills employed by the test takers across the three CEFR levels. A multiple regression analysis was used to examine the impact of the individual processes on predicting the writers’ level of reading-into-writing abilities. The findings provide empirical evidence concerning the cognitive validity of reading-into-writing tests and have important implications for task design and scoring at each level.
dc.language.isoenen
dc.publisherCastledownen
dc.relation.urlhttps://journals.castledown-publishers.com/index.php/lea/article/view/44en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectreading-into-writingen
dc.subjectlanguage assessmenten
dc.subjectintegrated tasksen
dc.subjectcognitive validityen
dc.subjectL2 writersen
dc.subjectcognitive processingen
dc.subjectX162 Teaching English as a Foreign Language (TEFL)en
dc.titleSome evidence of the development of L2 reading-into-writing skills at three levelsen
dc.typeArticleen
dc.identifier.eissn2209-3591
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalLanguage, Education and Assessmenten
dc.date.updated2018-09-05T10:53:06Z
dc.description.notehttp://castledownpublishers.com/journals/ "All articles in all journals are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License."
html.description.abstractWhile an integrated format has been widely incorporated into high-stakes writing assessment, there is relatively little research on students’ cognitive processing involved in integrated reading-into-writing tasks. Even research which reviews how the reading-into-writing construct is distinct from one level to the other is scarce. Using a writing process questionnaire, we examined and compared test takers’ cognitive processes on integrated reading-into-writing tasks at three levels. More specifically, the study aims to provide evidence of the predominant reading-into-writing processes appropriate at each level (i.e., the CEFR B1, B2, and C1 levels). The findings of the study reveal the core processes which are essential to the reading-into-writing construct at all three levels. There is also a clear progression of the reading-into-writing skills employed by the test takers across the three CEFR levels. A multiple regression analysis was used to examine the impact of the individual processes on predicting the writers’ level of reading-into-writing abilities. The findings provide empirical evidence concerning the cognitive validity of reading-into-writing tests and have important implications for task design and scoring at each level.


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