Abstract: This study integrates a larger research empirical
project that examines second language (SL) learners’ profiles and
valid procedures to perform complete and diagnostic assessment in
schools. 102 learners of Portuguese as a SL aged 7 and 17 years
speakers of distinct home languages were assessed in several
linguistic tasks. In this article, we focused on writing performance in
the specific task of narrative essay composition. The written outputs
were measured using the score in six components adapted from an
English SL assessment context (Alberta Education): linguistic
vocabulary, grammar, syntax, strategy, socio-linguistic, and
discourse. The writing processes and strategies in Portuguese
language used by different immigrant students were analysed to
determine features and diversity of deficits on authentic texts
performed by SL writers. Differentiated performance was based on
the diversity of the following variables: grades, previous schooling,
home language, instruction in first language, and exposure to
Portuguese as Second Language. Indo-Aryan languages speakers
showed low writing scores compared to their peers and the type of
language and respective cognitive mapping (such as Mandarin and
Arabic) was the predictor, not linguistic distance. Home language
instruction should also be prominently considered in further research
to understand specificities of cognitive academic profile in a
Romance languages learning context. Additionally, this study also
examined the teachers’ representations that will be here addressed to
understand educational implications of second language teaching in
psychological distress of different minorities in schools of specific
host countries.
Abstract: In EFL programs, rating scales used in writing
assessment are often constructed by intuition. Intuition-based scales
tend to provide inaccurate and divisive ratings of learners’ writing
performance. Hence, following an empirical approach, this study
attempted to develop a rating scale for elementary-level writing at an
EFL program in Saudi Arabia. Towards this goal, 98 students’ essays
were scored and then coded using comprehensive taxonomy of
writing constructs and their measures. An automatic linear modeling
was run to find out which measures would best predict essay scores.
A nonparametric ANOVA, the Kruskal-Wallis test, was then used to
determine which measures could best differentiate among scoring
levels. Findings indicated that there were certain measures that could
serve as either good predictors of essay scores or differentiators
among scoring levels, or both. The main conclusion was that a rating
scale can be empirically developed using predictive and
discriminative statistical tests.