Exploring the pedagogical use of the rating scale for functional adequacy in L1 writing instruction
This study aims to investigate whether a short training, during which a group of native Italian university students used the scale for Functional Adequacy (FA) developed by Kuiken and Vedder (2017) to assess texts written by their peers and their own texts, lead them to improve their L1 writing skills. The participants were assigned to an experimental (N = 15) and a control group (N = 15). A pre-test / treatment / post-test design was adopted. Results showed that the participants in the experimental condition benefited from the instructional treatment, but the gains they had in comparison to the control group were not statistically significant.
Article outline
- Background
- University students’ L1 writing skills
- Applicability of the FA rating scale for L1
- Aims and research questions
- Method
- Design and participants
- The writing tasks
- The instructional treatment
- The rating procedure
- Data analysis
- Results
- Discussion
- Research question 1
- Research question 2
- Conclusion
- Notes
-
References
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Cited by (2)
Cited by 2 other publications
Wei, Ran & Xiaoyan Zhao
2024.
Effects of task-based language teaching on functional adequacy in L2 writing.
Assessing Writing 60
► pp. 100838 ff.
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Kuiken, Folkert & Ineke Vedder
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