Comparative Effect of Scoring Method Holistic vs. Analytic on Iranian EFL Learners’ Writing Ability

The present study aimed to investigate the effect of scoring method holistic vs. analytic on EFL learners’ writing ability. In doing so, a quasi-experimental design was applied and the learners in two separate homogenized groups of the same level have undergone the treatment which simply consisted of holistic scoring for one group and analytic scoring for the other group. The participants were asked to write an essay based on the given topics. Students were observed to proceed from a certain starting point to a certain goal. Each of these writings was scored twice by the same rater to increase the intra rater-reliability of scoring. The learners continued attending the class and followed writing syllabus same as they did before. It is worth mentioning that the learners received the ratings of the tests as well as the essays they had already done in the previous sessions according to the rating rubrics held for each holistic and analytic group. However; the test scores were reported without giving feedback or comments. The results of the analysis for the posttest demonstrated that the analytic group outperformed the holistic group in terms of their writing ability on the posttest after the semester was finished

کلیدواژه ها:

Analytic Scoring ، Holistic Scoring ، Scoring Method ، Writing