Assessing the English language writing of Chinese learners of English

Assessing the English language writing of Chinese learners of English / Liz Hamp-Lyons, Yan Jin, editors.

This book focuses on the assessment of English language writing in China mainland, the territories of Hong Kong and Macau, and Taiwan. The first part of the book describes how writing in English has been assessed in Chinese contexts in the past 25 years, and how it continues to be assessed at presen...

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Bibliographic Details
Other Authors: Hamp-Lyons, Liz (Editor), Jin, Yan, 1965- (Editor)
Format: eBook
Language:English
Published: Cham, Switzerland : Springer, [2022]
Subjects:
English language > Study and teaching > Chinese speakers.
English language > Ability testing.
English language > Written English.
English language > Ability testing
English language > Study and teaching > Chinese speakers
English language > Written English
Anglès.
Ensenyament de llengües estrangeres.
Comunicació escrita.
Tests d'aptitud.
Xinesos.
Llibres electrònics.
Online Access:Click for online access
Table of Contents:
  • Part I: Investigating Present Practice
  • Introduction
  • Rating scale impact on the CET-4 Writing: Amixed-methods study; S. Zou
  • The writing performance of Chinese test takers in PTE-Academic; Y. Chen
  • To whom do I write? Chinese EFL test-takers conceptualization and construction of their audience in the Aptis writing test; Y. Chen and X. Guan
  • Strategy use and performance on writing for the GEPT; N. Li
  • Validating a curriculum-based rating scale for a university-based writing assessment: The RUC-TWPE experience; L. Lium, L. Tian and G. Jia
  • Construct validation of an integrated listening-to-write task in a high-stakes English proficiency test: A multi-dimensional analysis of register variation; Y. Hao and J. J. Fan
  • Part II: New Directions
  • Introduction
  • Theory-based approach to academic writing assessment: A conceptual framework for assessment design and development; C. G. Zhao
  • A new agenda in writing assessment: Combining argumentative writing pedagogy with critical thinking cultivation; X. Tang and F. Liu
  • Source material use across different types of integrated writing tasks by Chinese college EFL learners: A comparative study; Y. Zhou
  • Factors impacting upon writing teachers feedback choices; J. Yang
  • Error patterns of Secondary 3 students in Hong Kong; I. Lee
  • Assessment training in the use of portfolios: Voices from writing teachers; R. Lam
  • The validation of a business English writing proficiency scale for Chinese EFL learners; L. Wang
  • Applying the writing sub-scales of the Chinas Standards of English Language Ability to writing assessments in China; M. Pan
  • Conclusion.

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