A comparison of NES and NNES assessment of Korean EFL undergraduate English Writing

Abstract

This research compared 14 NES and another 14 NNES assessors’ holistic evaluation of 10 advanced Korean undergraduate students’ English writing and the reasons underpinning each score. The purpose was to ascertain whether the two groups of assessors assign analogous holistic scores (based on similar background reasons) when scoring writing, using evaluation criteria developed throughout their careers. Feedback and rankings were analyzed using keyword analysis (Shi, 2001). The findings demonstrate that both NES and NNES assessors assign similar holistic scores and place their assessment emphases on analogous aspects. Nonetheless, there are marked differences found in their comments and attitudes. The present research confirms findings from previous studies and may help both students and less experienced teachers of English writing to be mindful of the writing elements that their primary readership or experienced assessors are likely to focus on