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Issue Date
2022-07-26Subjects
meta-analysisEnglish language assessment
L2 writing
reading-into-writing
Subject Categories::Q330 English as a second language
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Integrated tasks are increasing in popularity, either replacing or complementing writing- only independent tasks in writing assessments. This shift has generated many research interests to investigate the underlying construct and features of integrated writing (IW) performances. However, due to the complexity of the IW construct, there are conflicting findings about whether and the extent to which various language skills and IW text features correlate to IW scores. To understand the construct of IW, we conducted a meta-analysis to synthesize correlation coefficients between scores of IW performances and (1) other language skills and (2) text quality features of IW. We also examined factors that may moderate the correlation of IW scores with these two groups of correlates. Consequently, (1)reading and writing skills showed stronger correlations than listening to IW scores; and (2) text length had a strongest correlation, followed by source integration, organization and syntactic complexity, with a smallest correlation of lexical complexity. Several IW task features affected the magnitude of correlations. The results supported the view that IW is an independent construct, albeit related, from other language skills and IW task features may affect the construct of IW.Citation
Chan S, Yamashita J (2022) 'Integrated writing and its correlates: a meta-analysis', Assessing Writing, (54) 100662Publisher
ElsevierJournal
Assessing WritingAdditional Links
https://www.sciencedirect.com/science/article/pii/S1075293522000587Type
ArticleLanguage
enISSN
1075-2935ae974a485f413a2113503eed53cd6c53
10.1016/j.asw.2022.100662
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