CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Correlations Between Textual Features and Grades on the Swedish National Exam in English: A Coh-Metrix Analysis
Stockholm University, Faculty of Humanities, Department of English.
2019 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Researchers and educators do not always have a clear idea about how evaluators actually go about assessing student texts. On the one hand, grading criteria are often vague and differ across locations and age groups. On the other hand, the underlying issues of how evaluators make judgments about student texts, and how various textual and linguistic features are related to grades, are not completely understood. The current study addresses the latter issue by analysing links between textual features and grades in L2 writing, using the computational tool Coh-Metrix. The textual features addressed concern linguistic sophistication and cohesion. Previous research on these issues has been conducted both with and without computational aids. Early research, for example Engber (1995), showed that there are correlations between lexical variation and high grades. Engber (1995), also, found correlations between error-free lexical variation and grades. More recent research has been conducted with tools such as Coh-Metrix. Crossley and McNamara’s (2010) research indicates that high proficiency L2 writers write more sophisticatedly, but with less cohesiveness than low proficiency writers. This study aims to test Crossley and McNamara’s (2010) results using the same computational tool, Coh-Metrix, in another setting. Thirty student essays were collected from the Swedish National Exam in English. Five essays for each grade (A - F) were selected. The texts were analysed in Coh-Metrix 3.0 and correlations between grades and linguistic features were calculated. The result was compared to Crossley and McNamara’s (2010) study and correlations stronger than 0.4 and –0.4 were analysed. The results indicate that the more sophistically advanced texts did receive higher grades. Rather surprisingly, only weak correlations were found between grades and cohesion.

Place, publisher, year, edition, pages
2019. , p. 32
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:su:diva-176351OAI: oai:DiVA.org:su-176351DiVA, id: diva2:1374786
Supervisors
Available from: 2020-02-09 Created: 2019-12-02 Last updated: 2020-02-09Bibliographically approved

Open Access in DiVA

fulltext(434 kB)8 downloads
File information
File name FULLTEXT01.pdfFile size 434 kBChecksum SHA-512
62bcd34cd3fa44e96382c3e935af43c83077d72a628fe71a8d745536fc3f3beacbe37eb04ac453165718d8819031ee9b9372207807518ff7b5815008883a1a7c
Type fulltextMimetype application/pdf

By organisation
Department of English
General Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar
Total: 8 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 6 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf