Teaching Experience and Evaluation of Second-Language Students' Writing
Abstract
This study explores the relationship between teachers’ evaluations of second language (L2) writing and their years of teaching L2writing. Forty-six English teachers from twenty-three tertiary institutions in Mainland China holistically evaluated ten essays written by Sinophone English majors and justified their scores for each essay with three qualitative comments. Results show that the most experienced writing teachers gave significantly lower scores than did the less or the least experienced writing teachers for four of the ten essays. Analyses of the qualitative comments on these four essays suggest that the experienced writing teachers made either more negative or fewer positive comments on aspects such as general organization, language fluency, ideas and general language.
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