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UBC Theses and Dissertations
Single versus optional topics in ESL writing tests Sŏ, Nam-wŏn
Abstract
There is a growing number of ESL learners taking writing examinations to enter English universities every year. The purpose of these writing tests is to measure general writing competence rather than content knowledge. To address this purpose, some tests offer ESL students multiple topics to choose from while others include only one topic. To date, research on the effects of topics on student writing has been primarily focused on performance, but no hard evidence has been provided in support of one test condition over the other. Moreover, there is less research investigating the process of writing under the two testing conditions. Research on the writing process in a timed-test condition is an important area because it can provide background information about how ESL students reach certain scores. The present study used a qualitative approach with 22 ESL students to explore how they chose and/ or wrote under multiple topic versus single topic test conditions and how they felt about each test condition. Video tapes of the testing sessions and transcripts of the participants' interviews were analyzed to address the research questions, which focused on exploring the time needed for prewriting, the topic selection process, the criteria for topic choice, and attitudes toward each test condition. The findings suggest that while most participants spent more time prewriting for the multiple topic test, they did not consider this a waste of time. They believed that their use of time was productive in that it allowed them to take a great leap forward. Under the multiple topic test condition, the ESL students appeared to read all the topics before choosing. Topic familiarity was the most popular criterion they referred to in making a choice. The majority of the ESL students in this study stated that they preferred to have options in a real test situation. These results suggest that offering options in a timed-test situation may help many ESL learners feel more comfortable about taking a writing test, and this comfort may in turn help them display a good representation of their general writing ability.
Item Metadata
Title |
Single versus optional topics in ESL writing tests
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1999
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Description |
There is a growing number of ESL learners taking writing examinations to enter
English universities every year. The purpose of these writing tests is to measure general
writing competence rather than content knowledge. To address this purpose, some tests
offer ESL students multiple topics to choose from while others include only one topic. To
date, research on the effects of topics on student writing has been primarily focused on
performance, but no hard evidence has been provided in support of one test condition over
the other. Moreover, there is less research investigating the process of writing under the
two testing conditions. Research on the writing process in a timed-test condition is an
important area because it can provide background information about how ESL students
reach certain scores.
The present study used a qualitative approach with 22 ESL students to explore how
they chose and/ or wrote under multiple topic versus single topic test conditions and how
they felt about each test condition. Video tapes of the testing sessions and transcripts of the
participants' interviews were analyzed to address the research questions, which focused on
exploring the time needed for prewriting, the topic selection process, the criteria for topic
choice, and attitudes toward each test condition. The findings suggest that while most
participants spent more time prewriting for the multiple topic test, they did not consider this
a waste of time. They believed that their use of time was productive in that it allowed them
to take a great leap forward. Under the multiple topic test condition, the ESL students
appeared to read all the topics before choosing. Topic familiarity was the most popular
criterion they referred to in making a choice. The majority of the ESL students in this study
stated that they preferred to have options in a real test situation. These results suggest that
offering options in a timed-test situation may help many ESL learners feel more
comfortable about taking a writing test, and this comfort may in turn help them display a
good representation of their general writing ability.
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Extent |
4879783 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-06-27
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078204
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1999-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.