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The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments.

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Title: The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments.
Authors: Vögelin, Cristina1 cristina.voegelin@unibas.ch, Jansen, Thorben2, Keller, Stefan D.1, Möller, Jens2
Source: Language Learning Journal. Dec 2021, Vol. 49 Issue 6, p631-647. 17p.
Subject Terms: *English as a foreign language, *English teachers, English glossaries, vocabularies, etc.
Abstract: This experimental study examined the influence of vocabulary and spelling on teachers' perceptions of English as a second language (ESL) essays. Sixty-nine pre-service teachers from Switzerland and Germany rated four upper-intermediate ESL argumentative essays and provided written comments on strengths and weaknesses of the student compositions. In Study 1 (N = 34), the level of lexical sophistication and diversity of the four texts had been experimentally varied. Results suggest a successful manipulation, since comments responding to texts with a low quality of vocabulary included more negative feedback points regarding vocabulary. Yet, participants also commented more negatively on grammar when responding to texts with a low quality of vocabulary, indicating a halo effect. In Study 2 (N = 35), the quality of spelling was manipulated in the same four student essays. Results indicate that comments responding to texts with a low quality of spelling involved more negative feedback points regarding spelling (manipulation check) on the one hand, and vocabulary, grammar, and others (halo effects) on the other hand. In both studies, teachers' perception of strengths and weaknesses correlated moderately with their holistic and analytic assessment of the texts. The implications of this study for classroom practice and teacher education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments.
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  Data: <searchLink fieldCode="AR" term="%22Vögelin%2C+Cristina%22">Vögelin, Cristina</searchLink><relatesTo>1</relatesTo><i> cristina.voegelin@unibas.ch</i><br /><searchLink fieldCode="AR" term="%22Jansen%2C+Thorben%22">Jansen, Thorben</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Keller%2C+Stefan+D%2E%22">Keller, Stefan D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Möller%2C+Jens%22">Möller, Jens</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Dec 2021, Vol. 49 Issue 6, p631-647. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+glossaries%2C+vocabularies%2C+etc%2E%22">English glossaries, vocabularies, etc.</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This experimental study examined the influence of vocabulary and spelling on teachers' perceptions of English as a second language (ESL) essays. Sixty-nine pre-service teachers from Switzerland and Germany rated four upper-intermediate ESL argumentative essays and provided written comments on strengths and weaknesses of the student compositions. In Study 1 (N = 34), the level of lexical sophistication and diversity of the four texts had been experimentally varied. Results suggest a successful manipulation, since comments responding to texts with a low quality of vocabulary included more negative feedback points regarding vocabulary. Yet, participants also commented more negatively on grammar when responding to texts with a low quality of vocabulary, indicating a halo effect. In Study 2 (N = 35), the quality of spelling was manipulated in the same four student essays. Results indicate that comments responding to texts with a low quality of spelling involved more negative feedback points regarding spelling (manipulation check) on the one hand, and vocabulary, grammar, and others (halo effects) on the other hand. In both studies, teachers' perception of strengths and weaknesses correlated moderately with their holistic and analytic assessment of the texts. The implications of this study for classroom practice and teacher education are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09571736.2018.1522662
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              Text: Dec 2021
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