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Volume 5 Number 4, Winter 2008, Pages 1-210   


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Investigating EFL Writing Assessment in a Classroom Setting: Features of Composition and Rater Behaviors

    Dongwan Cho


This study compares how English faculty members at the same college in an EFL setting rate their students' essays. Despite the diversity of their rating behaviors, some special features of EFL composition assessment emerged. First, language use attracted a very high proportion of comments (47%). Second, content was rarely commented on. Third, half of the statements on rhetorical organization were positive, whereas comments on other major components of a composition were largely negative. Last, the teacher-raters showed acceptable agreement of ratings without being given any rater training. Some pedagogical implications applied to the teaching of EFL composition are suggested.

Keywords: EFL writing assessment, Classroom setting



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