Research Paper on Does the teacher’s disciplinary background matter when evaluating L2 students’ writing?

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Title: Does the teacher’s disciplinary background matter when evaluating L2 students’ writing?

Abstract: This exploratory research examines the assessments made of a piece of writing written by a university-level non-native (L2) English speaker by five composition professors and five ESL instructors (ESL). An eye tracker allowed us to keep track of the reading habits and dwell times of our raters about the four main subject areas of interest: grammar, vocabulary, organization, and rhetoric. These are the four primary areas of interest: The figures show that raters with different professional backgrounds have various viewpoints on the topic. However, composition instructors paid more attention to the text than writing in a second language teachers did. Teachers of writing in a second language tended to gloss over many grammatical faults instead of focusing more on the text’s grammatical, lexical, and rhetorical features. The results suggest that composition professors delayed assigning ratings until after reading the entire text, which is consistent with the results of earlier lines of research. It was more common for teachers to skim and scan manuscripts while grading student writing in a second language to find pertinent information. These discoveries may deepen our knowledge of how disciplinary history affects evaluation procedures. In disciplinary writing situations where both person rates L2 writing with and without competence in composition or second language writing, they have the potential to aid rater training activities. This is especially important when L2 writing is evaluated by individuals with and without writing or composition training. It also emphasizes how practical eye-tracking methods are for examining the cognitive processes involved in reading and evaluating the work that pupils have created.

Keywords: “Eye-tracking; Composition; L2; Writing and Assessment; Cognitive process

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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