The affectability of writing assessment scores: a G-theory analysis of rater, task, and scoring method contribution
Abstract The present study attempted to to investigate factors which affect EFL writing scores through using generalizability theory (G-theory). To this purpose, one hundred and twenty students participated in one independent and one integrated writing tasks. Proceeding, their performances were sc...
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| Formato: | article |
| Lenguaje: | EN |
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SpringerOpen
2021
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| Acceso en línea: | https://doaj.org/article/d3a9b55a30d24b82bd4f354aaa36c4c2 |
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