Alghizzi Talal Musaed, Alshahrani Tahani Munahi
Department of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University, Saudi Arabia.
Heliyon. 2024 Aug 15;10(18):e36394. doi: 10.1016/j.heliyon.2024.e36394. eCollection 2024 Sep 30.
Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners' scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.
尽管有大量证据支持使用评分量规（GRs）作为书面纠正性反馈的工具，但在以英语为教学媒介（EMI）的有争议环境中，研究哪种不同类型的GRs最能提高学习者的国际英语语言测试系统（IELTS）写作成绩的研究却很少。本研究试图探索哪种量规类型（即整体式、ESL作文剖析、纠错码和雅思量规）最有助于外语（EFL）学习者提高写作能力，以及在EMI有争议的环境中采用这种练习时，哪种类型能提高雅思成绩。因此，招募了351名沙特EFL学习者（男女皆有）自愿参与。这些参与者被平均分配到与量规类型相对应的四个组中。在近四个月的时间里，参与者接受了一种过程体裁法，要求他们根据从同行和教师那里收到的评论起草主题。所提供的评论取决于为其组类型指定的量规。使用单因素方差分析、t检验和配对样本t检验对参与者的预测试、中期测试和后测试成绩进行了分析。结果显示，ESL作文剖析组成绩逐渐提高，其次是纠错码组。然而，整体式组没有提高。测试也由专家使用雅思量规进行评估。结果显示，雅思组在所有测试中表现优于其他组，其次是后测试中ESL作文剖析组中的女性组。与此同时，其他组未能提高。我们讨论了结果，考虑到GRs对提高EFL学习者成绩的重要性。最后，我们概述了EMI环境中写作教师的教学启示。本研究旨在为与GRs相关的EMI方面日益增多的研究做出贡献，特别是在沙特阿拉伯高等教育的背景下。
