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Creating an empirically derived checklist to diagnose second language learners’ integrated writing ability

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Publicado en:Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 52
Autor principal: Abbasi Sardari, Sahar
Otros Autores: Ahmadi, Alireza, Ravand, Hamdollah
Publicado:
Springer Nature B.V.
Materias:
Language
Feedback
Literacy
Writing
Success
Teacher education
English as a second language tests
Second language teachers
Second language writing
Skills
Second language learning
Graphs
Science education
Listening
Writing ability
Reading
Professional training
Task performance
Checklists
Teaching
Teachers
Development programs
Professional development
Literature Reviews
Construct Validity
Language Usage
Achievement Tests
Academic Language
Language Skills
High Stakes Tests
Prior Learning
Listening Comprehension Tests
Academic Achievement
Diagnostic Tests
Intuition
Data Interpretation
Language Tests
Language Aptitude
Check Lists
Authors
Knowledge Level
Educational Assessment
Formative Evaluation
Language Proficiency
Listening Skills
Grammar
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Resumen:Considering the importance of graphical literacy in academic contexts together with the crucial role of diagnostic feedback in guiding and facilitating teaching and learning practices, this study was aimed at developing a descriptor-based checklist to diagnose test takers’ performance on IELTS graph-based integrated writing tasks. Think-aloud verbal protocols of six IELTS instructors during rating and six instructors during writing IELTS task 1 reports informed the checklist’s development. The checklist descriptors were validated by different groups of experts and cross-checked against the literature and existing checklists. The checklist’s capability to provide reliable and diagnostic information was examined by analyzing score consistency across raters, and the correlation between the binary and multilevel scores awarded using the developed checklist and the IELTS rubric. The findings highlight both task-specific writing skills unique to graph-based integrated tasks and more general writing skills common across different integrated writing tasks. Implications for teachers, learners, and professional development programs are discussed.
ISSN:2229-0443
DOI:10.1186/s40468-025-00396-3
Fuente:Education Database