Measuring learners’ writing development in a Chinese as a foreign language (CFL) context
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Li Yang
und
Jia Lin
Abstract
This study measured the development of multiple dimensions of textual features in L2 Chinese writing by recruiting 120 writers in a Chinese as a foreign language (CFL) program at four instructional levels. Their handwritten writing samples were manually coded for 14 indices at character, word, sentence, and organization dimensions and compared across instructional levels. The results of statistical tests showed a general trend in the development of multiple textual features from lower to higher levels; specifically, higher-proficiency CFL writers were observed to commit fewer errors in character handwriting, utilize a greater variety of words and produce longer sentences in texts, incorporate more subordinating conjunctions and a higher frequency of complex sentences, in addition to achieving better textual organization. Based on the findings, recommendations on how to enhance writing and promote learners’ writing development in CFL classrooms were proposed.
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Research ethics: The local Institutional Review Board deemed the study exempt from review.
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Author contributions: The authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Conflict of interest: The authors state no conflict of interest.
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Research funding: None declared.
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Data availability: The raw data can be obtained on request from the corresponding author.
Overall textual organization was assessed by the average of the scores at the three levels below (revised from Yang and Zhao 2018).
Between the topic and supporting details: how much of the content is organized around the topic.
5 pts 4 pts 3 pts 2 pts 1 pt 95–100 % 90–94.9 % 75–89.9 % 60–74.9 % Under 60 % Within each idea unit: how much of the information within the idea unit is connected.
5 pts 4 pts 3 pts 2 pts 1 pt 95–100 % 90–94.9 % 75–89.9 % 60–74.9 % Under 60 % Between idea units: how much of the information between idea units (e.g., transition) is smooth and coherent.
5 pts 4 pts 3 pts 2 pts 1 pt 95–100 % 90–94.9 % 75–89.9 % 60–74.9 % Under 60 %
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