Essay Tasks Research Articles

EFL Students’ Perceptions on Grammarly Use in Proofreading Essay Tasks

The mixed method sequential explanatory study aimed to investigate the EFL students’ responses to writing acquisition learning facilitated by Grammarly in terms of lexical process based on their cognitive perspectives in one of the higher Islamic universities in Kendari. The study utilized documentation, questionnaires, and reflection in collecting the data. The data was gathered from 8 participants based on inclusion criteria. The study found that students had responded positively to using Grammarly in proofreading essay tasks. The findings showed that Grammarly had several strengths, such as easiness in using Grammarly, increased student confidence in writing, efficiency in revision, writing improvement, convenience in using Grammarly, writing accuracy, time management, and satisfaction with feedback provided by Grammarly. Meanwhile, Grammarly's weaknesses were consistency and accuracy with the feedback. The study implied that the lecturer or prospective teacher could help improve students' writing in proofreading by using a helpful technology such as Grammarly.Keywords: EFL student’s perceptions; essay tasks; Grammarly; proofreading.

Promoting accuracy of collocation use in L2 writing: the role of data-driven learning in indirect corrective feedback

This study investigates the value of integrating data-driven learning (DDL) into indirect corrective feedback (CF) as a revising tool, with a focus on promoting accuracy in using collocations in the second language (L2). A cohort of 118 participants was divided into three groups, namely the indirect CF group supported by DDL, the indirect CF group supported by a dictionary, and the no-CF control group. The experiment ran for 16 wk, and during this time, the DDL and dictionary groups wrote 15 argumentative essays, received indirect feedback on collocation errors, and revised their errors with the help of a corpus or dictionary. The control group carried out the same 15 essay tasks without CF. All groups undertook a pretest, posttest, and delayed posttest. The results revealed that DDL coupled with indirect feedback was effective in promoting accuracy in collocation use over a sustained period of time. Additionally, the study found that corpus queries were superior to dictionaries in resolving collocation errors and reducing error rates. The findings suggest that using DDL in combination with indirect feedback is an effective tool for resolving L2 collocation errors.

Peer Feedback use on Collaborative Essay Writing within Project Based Learning: University Students’ Perceptions and Experiences

This article makes use of information gathered through questionnaires and documents that were conducted as a part of a bigger study and specifically describes students' perspectives and experiences of project-based learning and collaborative essay writing in the Essay Writing Course and investigates students' perspectives and experiences of peer feedback use in collaborative essay writing. The study used a classroom action research (CAR) design and involved a group of 42 English Language Education Study Program students from Khairun University who were enrolled in the "Essay Writing" course during the academic year 2021–2022. The findings show that all the students were enthusiastic and active in collaborative essay writing. The findings also show that in collaborative essay writing, the students prefer group members and essay topics determined by their lecturer. The students viewed that peer feedback is important to improve group essays and the same is the feedback from their lecturer. In the introductory essay writing collaboratively, for instance, they experienced difficulties in providing peer feedback on focus, purpose, and thesis statement. This was revealed in their essay task completion that two of nine groups of students had the completed elements of the essay introduction (initial sentence that indicates the general topic, background information to the topic, thesis statement, and sub-topics to be included) throughout the seven tasks. Four other groups lacked thesis statements and subtopics to include in their essay introductions. The remaining three groups missed the thesis statement and sub-topics to be included in one or some of the seven essay tasks.

Exploring differential effects of an intervention on historical inquiry tasks: a qualitative analysis of 12th-grade students’ progress

Multiple-documents-based (inquiry) tasks are often used to examine historical thinking, as they require students to apply discipline-specific ways of reasoning and writing. Intervention studies using such tasks have often relied on principles from cognitive apprenticeship to make these discipline-specific heuristics explicit to students. While several studies have found positive results, they offer little insight into how and where exactly students’ progress on historical thinking manifests itself, nor into the differential effects of the intervention. Building on essay data gathered during an intervention study on students’ historical inquiry skills, this study explores differential effects of the intervention according to students’ initial historical inquiry ability. To this end, a purposeful sample of students was selected for whom the intervention was particularly effective. The qualitative analysis of students’ essay tasks (pretest and posttest) revealed remarkable differences between students with high and low pretest scores. Although both groups made progress on all aspects of the essay task, they differed in terms of where and how this progress manifested itself: at posttest, students with a high initial score outperformed others in evaluating sources and rebuttals. This study offers insight into patterns of progress in students’ historical inquiry skills which can inform differentiation in instructional practices.

Analysis of Proportional Reasoning Task in Task Series Book MANDIRI Grade VII

This study aims to determine the distribution of the percentage of proportional reasoning tasks in the comparison chapter in task series book MANDIRI (Mengasah Kemampuan Diri) Mathematics Grade VII Curriculum 2013, Revised Edition, 2016 Publisher Erlangga, written by Kurniawan. This research is a qualitative research using a descriptive approach. The task data from the book are documented and then analyzed based on indicators from each level of proportional reasoning. The tasks in the comparison chapter consist of two types of tasks, namely multiple choice tasks and essay tasks. There are 225 tasks in the comparison chapter. Based on the results of the study, it was found that the distribution of tasks based on the level of proportional reasoning found that tasks with level 1 (qualitative) were 31 (13.78%), tasks with level 2 (additive) were 22 items (9.78%), tasks with level 3 (pre-multiplicative) were 116 tasks (51.56%), tasks with level 4 (implicit multiplicative) were 24 items (10.67%) and tasks with level 5 (multiplicative) were32 items (14.22%).

Analyzing higher order thinking skills (HOTS) questions of reading essay tasks in senior high school English textbook

English textbooks, particularly for senior high school students, should provide competent English reading activities to help students improve their English skills by simultaneously training them in reading and vocabulary knowledge. The researcher aims to investigate the Higher Order Thinking Skills (HOTS) in essay reading exercises distributed in the English SMK/MAK textbook for grades X, XI, and XII. The researcher selected the English textbook published by Bumi Aksara. This study was carried out using the qualitative method.. The data analysis method was sequentially started from textbook observation, question selection, data reduction, and finally the HOTS data analysis. According to the results, there are 6 HOTS reading essay questions (C4: 2, C5: 4) in the English textbook for X grade, 7 HOTS reading essay questions (C4: 5, C5: 2) in the English textbook for XI grade, and 12 HOTS reading essay questions (C5: 12) in the English textbook for XII grade. It can be concluded from the findings that HOTS reading essay questions are distributed less than LOTS. These results may suggest to English teachers to be selective in utilizing English textbooks to improve student's critical thinking and for the further researcher to investigate HOTS effects on students’ achievement.

Organizing Intellectual Competitions of Students in Universities: Forms and Areas for Improvement

The article outlines the tasks facing higher education institutions in the context of digitalization and acceleration of the knowledge updating process, which are aimed at creating a sustainable system for acquiring competencies, entrepreneurial skills and civic duties among students, teachers and employees.
 Performance indicators of all-Ukrainian student Olympiads, All-Ukrainian competitions of research works in Ukraine in 2009–2019 analyzed, to find out the patterns of organization of various intellectual competitions of students and their regional features. The factors contributing in the growth of participation of students from higher education institutions in these events were determined. It is indicated that the share of new organizational forms of Olympiads such as business games, blitz tournaments, solving situational problems, performing essay tasks, practical tours with employers’ support and participation is increasing. The results of a survey of 200 higher education institutions on student participation in international competitions held abroad and their prizes in 2015 and 2019 are presented. The tendencies of student involvement in international competitions abroad, in international, all-Ukrainian conferences, seminars for students and young researchers are outlined.
 Areas for improvement of intellectual competitions of students with account to priorities of modernization and technological development of the Ukrainian economy, employer needs and social demands are formulated. It is proposed to introduce comprehensive forms and methods for stimulating students' interest in learning and self-development, obtaining high-quality education through intellectual games such as scholarship, grant or competitive ones. Evidence is given of the need to reform the nomenclature of specialties with highlighting the disciplines or the modules of disciplines in which the following types of all-Ukrainian intellectual competitions of students should be held: subject Olympiads, competitions of student research works, professional competitions.

Individual and Collaborative Computerized Mind Mapping as a Pre-Writing Strategy: Effects on EFL Students’ Writing

This study examined the effects of computerized concept mapping on EFL students’ essays in terms of content, organization, language use, vocabulary, and mechanics. The theoretical framework was based on writing-as-process approach. Explanatory sequential mixed methods design was used to collect data. Quasi-experimental research data was collected from 45 students who were assigned to two treatment groups as individual and collaborative computerized concept mapping and control group. All participants completed a survey before and after the treatment. The experimental groups were trained on the use the mapping tool. The essays were scored according to Jacobs et al.’s (1981) rubric. The quasi-experimental phase was followed by semi-structured interviews. The results suggested the individual-mapping group performed better than the control group in terms of content and organization in all essay tasks while the collaborative-mappers outperformed control group in the second task. The results of semi-structured interviews revealed that learners had positive experiences using computerized concept mapping as a pre-writing activity in EFL context and their attitudes towards writing were quite positive.

대학생의 대인관계능력 촉진을 위한 교과목 내 에세이 과제 활용 설계 및 효과 검증 - 프레네(Freinet)의 “자유 글쓰기(le texte libre)”의 구현

이 연구는 프레네 (Freinet, 1960)의 “자유 글쓰기”에 이론적 기반을 두고 엘보우 (Elbow, 2012)의 “말하듯이 쓰기(speaking onto the page)”담론을 참조하여 대학생의 대인관계능력 촉진을 위한 교과목 내 에세이 과제 활용 방안을 설계하고 그 효과를 검증하였다. 여섯 차례에 걸쳐 제공된 에세이 과제는 ‘표현적 쓰기 (expressive writing)’와 ‘자유작문 (free writing)’을 결합한 형태로 구현되었으며, 이질집단 사전-사후 검사를 설계하여 공분산분석을 적용한 결과 대인관계능력을 구성하는 모든 하위 영역(처음 관계 맺기, 타인에 대한 불쾌감 표현, 자기노출, 정서적 지지 및 조언, 대인 갈등 관리)에서 그 차이가 유의하였다.<BR> 비록 주요한 문제의식은 아니었으나, 최근의 코로나19 사태로 인한 비대면 수업의 장기화가 대학생 집단의 대인관계능력에 어떻게 작용하는가를 살필 수 있다는 점 또한 이 연구의 주목할 만한 결과 가운데 한 가지였다. 교과목 내에서 에세이 과제를 활용하는 것은 특히 처음 관계를 맺거나 타인의 관점에 대해 논박하는 행위를 뒷받침하는 대인관계능력의 저하를 견디도록 돕는 방패막으로 작용하고 있었다.

ELEMENTARY PRESERVICE TEACHERS’ KNOWLEDGE, PERCEPTIONS AND ATTITUDES TOWARDS FRACTIONS: A MIXED-ANALYSIS

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers’ knowledge, perceptions and attitudes towards fractions. A quasi-experiment design was implemented to gather data via closed-ended, open-ended, and essay tasks from a convenience sampling of 71 female elementary preservice teachers during pre- and post-assessments. The study discovered that the select preservice teachers were weak in the content knowledge specifically on unit-whole, part-whole, equivalent area, arithmetic operations, and ordering fractional values. In contrast, the incorporation of concrete models, problem-solving and problem-posing was effective in improving the preservice teachers’ level of pedagogical content knowledge, perceptions and attitudes towards fractions. Implications of the results and suggestions are discussed.

Prediction of Writing True Scores in Automated Scoring of Essays by Best Linear Predictors and Penalized Best Linear Predictors

AbstractMany assessments of writing proficiency that aid in making high‐stakes decisions consist of several essay tasks evaluated by a combination of human holistic scores and computer‐generated scores for essay features such as the rate of grammatical errors per word. Under typical conditions, a summary writing score is provided by a linear combination of the holistic scores and the feature scores. The best linear predictor (BLP) is used to approximate the true composite writing score by a linear combination of holistic scores and scores of essay features. However, because the relationship between computer‐generated feature score and human scores may depend on subgroup membership and the same scoring rules must normally be applied to all test takers, Yao, Haberman, and Zhang proposed a modified methodology of the penalized best linear predictor (PBLP) by incorporating a quadratic penalty function into the conventional BLP method. This research report contains full accounts of the BLP results as well as supplementary PBLP results to Yao et al. for three assessments of writing that aid in making high‐stakes decisions: the TOEFL iBT® Writing test, the GRE® General Analytical Writing subject test, and the Praxis® Core Academic Skills for Educators: Writing assessment. Results obtained indicate the added value in using machine features for prediction of composite true scores of essay writings and effectiveness of the penalty function in suppressing the lack of population invariance.

Mnenja študentov in učiteljev o splošni maturi iz slovenščine – od stališč do ukrepov za dvig njene kakovosti

The article focuses on literature teaching and presents respondents’ answers to two questionnaires sent to first year students of Slovenian universities and participants in executing the Matura exam. The questionnaires included three sections: a general section, the differentiation of Slovenian language teaching, and language and literature in the Matura exam. The analysis of the answers allows the following conclusions: (1) It is imperative and reasonable to upgrade Slovenian in the general Matura exam, which is not overly demanding, in order to raise the level of the expected outcomes. (2) It is reasonable to introduce the Matura exam on two levels: the basic level would be at the current level of complexity, while the higher level would be more demanding. (3) The thematic group of literary works should be eliminated and a different, more stable set of literary texts for the Matura exam essay should be prescribed; literary knowledge should become part of the essay tasks and, above all, should be a criterion for the assessment of Slovenian general Matura exam essays.

Can Motive-Related Imagery Make School Tasks More Appealing?

Abstract. According to recent research ( Eccles, 1999 ; GEOlino-UNICEF-Kinderwertemonitor, 2014), young people are particularly interested in issues related to affiliation, achievement, or power. We suggest that tasks that raise these issues should be more motivating than tasks that do not raise these topics. To test this hypothesis, we enriched the tasks of common mathematics and German textbooks with affiliation, achievement, or power issues. In four experiments, fifth-graders rated how much they would like to work on the tasks (n = 31 for essay tasks, n = 76 for math tasks) and how confident they were about solving them (n = 56 for essay tasks, n = 60 for math tasks). Motive-related issues were within-subject variables. Participants were more attracted to tasks that included motive imagery than to neutral tasks, and they were more confident that they could solve the former than the latter. These effects were true particularly for tasks containing affiliation motive imagery.

Using Hybrid Assessments to Develop Civic Competency in History

ABSTRACTThis article addresses the problem of how to best design authentic writing assessments in history that support learners in demonstrating the types of higher order thinking skills needed for effective citizenship. Recent research has primarily focused on curriculum interventions intended to build disciplinary literacies through various types of document-based essay tasks. The authors argue for increased use of “hybrid” tasks that not only emphasize historical thinking, but also require ethical reasoning and decision-making as students consider enduring societal issues connected to the history curriculum. They offer recommendations for creating this type of task based on an in-depth analysis of an assessment implemented with tenth grade history students.

Effects of Summary and Argument Essay Tasks on the Learning of Multiple Texts

Effects of Summary and Argument Essay Tasks on the Learning of Multiple Texts

Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity

AbstractThis study investigated whether task complexity influences second language (L2) writers’ fluency, pausing, and revision behaviors and the cognitive processes underlying these behaviors; whether task complexity affects linguistic complexity of written output; and whether relationships between writing behaviors and linguistic complexity are moderated by task complexity. Participants were 73 advanced L2 writers, who completed simple or complex essay tasks. Task complexity was operationalized as the absence versus presence of content support. Participants’ writing behaviors were recorded via keystroke logging software. Four writers, drawn from groups performing simple and complex tasks, additionally engaged in stimulated recall. Content support was found to lead to less pausing, more revision, and increased linguistic complexity. When content support was absent, more frequent pauses and revisions were associated with less sophisticated lexis. These results, combined with stimulated recall comments, suggest that content support likely reduced processing burden on planning processes, facilitating attention to linguistic encoding.Open PracticesThis article has been awarded an Open Materials badge. All materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

Exploring counter-theoretical instances of graduate learners’ self-regulatory processes when using an online repository

Academic self-regulation theories have proposed that learning involves a complex set of cognitive and metacognitive mechanisms that are enacted in phases. These phases include task understanding, strategy adoption, monitoring, and reflection. Whereas classical approaches to self-regulation contend that these phases work together to influence academic performance, the empirical research reported herein reveals that, for essay writing in an online learning environment, improved self-regulation is not necessarily associated with improved learning outcomes. We begin by reviewing frameworks for academic self-regulation, specifically in the context of learners’ experiences in online repositories equipped with Topic Maps (ISO 13250) indexes. We then offer explanations for counter-theoretical interactions found between task understanding (a frontline phase of self-regulation) and academic performance in 38 graduate learners who used Topic Maps to tackle ill-structured essay tasks. Our investigation sheds light not only on how learners’ perceptions of feedback facilitate task understanding, but also on the complex relationship between task understanding and monitoring proficiencies.

The Validity of Examination Essays in Higher Education: Issues and Responses

AbstractThe use of timed, essay examinations is a well‐established means of evaluating student learning in higher education. The reliability of essay scoring is highly problematic and it appears that essay examination grades are highly dependent on language and organisational components of writing. Computer‐assisted scoring of essays makes use of language features and has demonstrated strong similarity to human ratings. Studies of examiner behaviour show that attention to content and language features contributes to grading decisions. However, given the time constraints on essay examinations, an overemphasis on language aspects may weaken the validity of essay examination grades. This article suggests alternative approaches to the standard essay prompt which should raise the validity of essay tasks and scoring in higher education. Suggested options include redesigning tasks so that organisational and language features are less influential in scoring and the use of content maps.

Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks

One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the effects of summary and argument essay tasks when undergraduates read seven different texts on a particular scientific topic, finding that an instruction to write summaries may lead to better understanding and integration than an instruction to write argument essays. We discuss several possible explanations for this result. We also found that beliefs about the certainty of knowledge in some instances can moderate the effect of task on comprehension performance.

Fast searching for information on the Internet to use in a learning context: The impact of domain knowledge

The purpose of the study was to examine the role of domain knowledge when retrieving and using information from the Internet as a resource for essay tasks, as well as to investigate the quality of Internet searches and its relation to essay performance. In two experiments, 100 undergraduates searched the Internet for 30 min and completed two essays; one in which they had high domain knowledge and one in which domain knowledge was low. Two control groups of 70 undergraduates just wrote the essays. Searching the Internet for information enhanced essay performance relative to the control groups only for the topic for which participants had high domain knowledge. In the second experiment, analyses of Internet searches revealed large individual differences in search behaviors and these behaviors did not relate to essay performance, although individuals highlighted the importance of domain knowledge in making their searches easier. Domain knowledge is one factor that educators should pay attention to when using the Internet for learning tasks, particularly when study time is limited, in order to maximize the ability of students to successfully retrieve and use information from the Internet.