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Although the ESL Composition Profile (CP) has been widely used by scholars as a well-balanced rubric for learner essay evaluation, it is not necessarily easy for L2 teachers to rate students' essays based on the five criteria of the CP. This indicates the necessity to explore reliable alternatives to the CP. This article, therefore, compares three...
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Context 1
... fact, the number of criteria in the CP is not exceptionally large in comparison to the rubrics adopted by major L2 English proficiency tests. Table 3 summarizes the criteria in the writing module of major English proficiency tests. #1-4 are based on the review by Haswell (2007), while #5-9 ...Similar publications
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Citations
... The ICNALE GRA will be the newest addition to the ICNALE family, which has already collected over 15,000 samples of learner essays, monologues, and dialogues about two common topics: "a part-time job for college students" and "non-smoking at restaurants." The principal aim of the ICNALE EE project was to collect a certain set of essays that are fully edited and revised by professional proofreaders and to discuss what is wrong with learner essays (Ishikawa, 2018a;Ishikawa, 2018b). Among the 5,600 essays included in the ICNALE WE, the development team chose 640 essays written by college students with varied L1 backgrounds and at different L2 proficiency levels, and then the team asked five professional proofreaders to edit them. ...
Learner Corpus Studies in Asia and the World, 5, 121-144
... As a part of the ICNALE, the ICNALE SD shares the basic principles with the other ICNALE components: Written Essay Module (2,800 participants/ 1.3 million words) (Ishikawa, 2011;Ishikawa, 2013), Edited Essay Module (320 participants/ 150,000 words) (Ishikawa, 2018a;Ishikawa, 2018b), and Spoken Monologue Module (1,100 participants/ 0.5 million words) (Ishikawa, 2014). ...
This paper first surveys three kinds of learner interview corpora (LINDSEI, NICT-JLE Corpus, and Trinity Lancaster Corpus), paying particular attention to their interview structures. Then, it explains the principles and features of the ICNALE Spoken Dialogue (ICNALE SD), which includes 425 videos and approximately 1.6-million-word transcripts of the L2 English interviews with 405 learners from ten regions in Asia and twenty native speakers. The ICNALE SD is one of the largest learner interview corpora and practically the sole dataset for the analysis of dialogue speeches by various Asian learners. As a case study based on the ICNALE SD, the author sought to find out how fluently learners in different regions speak in the interviews, which words they characteristically use, and which relationship is observed among them.
国立国語研究所第６回学習者コーパスワークショップ＆シンポジウム「コーパス研究の醍醐味」講演録, 21-41
The chapter reports the results of an exploratory study examining the use of personal blogs for the development of L2 writing skills in fully online language courses. The chapter outlines the methodology of the blog project including pedagogical objectives, task design, selection of digital tools, and implementation. The study involved 48 beginning students who used blogs for their writing assignments over the course of two consecutive summers. Both quantitative and qualitative data collected from post surveys, blog entries, and comments, and final interviews were analyzed. The results indicated that students perceived blogging as an effective tool for building their writing skills. Moreover, the chapter revealed that feedback scaffolding affected students' efforts to make improvement on both content and form. The study concludes that while writing performance can be assessed by the implementation of a well-designed blog project, sufficient time for feedback interaction and strategies for effective use of feedback are vital to foster reflective thinking and collaborative learning.
