The Effects of Lexical Profiling Tools on Academic Writing Performance
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Published:
Oct 1, 2020
Keywords:
Lexical Profiling Tools, Academic Writing, Lexical knowledge
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Abstract
Advancement in computer technology and corpus linguistics has produced lexical profiling tools which provide opportunity for learners’ corpus to be examined. This study investigated the effects of lexical profiling tools on academic writing and the CEFR levels of the writings. 68 diploma students took part in this experimental study using Timed Informative Writing Test (TIWT). The lexical profiling tools used in the study were English Vocabulary Profile, textinspector.com and Text Analyzer. The results revealed that the students in the experimental group which used the lexical tools perform better in academic writing test and CEFR level than the control group which used the course module. Thus, these tools could help the students to be independent learners and improve their academic writing performance.
Keywords: Lexical Profiling Tools, Academic Writing, Lexical knowledge
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How to Cite
Ahmad, S., & Mohd Rawian, R. (2020). The Effects of Lexical Profiling Tools on Academic Writing Performance. Asian Social Science and Humanities Research Journal (ASHREJ), 2(2), 94-104. https://doi.org/10.37698/ashrej.v2i2.40
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References
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Sparks, S. D. (2013). Studies find Vocabulary instruction is falling short, pp. 23–25.
Srikrai, P. S., Lin, D., Lakaisone, S., & Sirinthorn, S. (2016). English Language Difficulties of Non-Native English Postgraduate Students in an English for Academic Purposes At a Thai University. Proceedings of CLaSIC, 301–315. Retrieved from https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/PROCEEDINGS/srikrai_suphawat_phiphawin.pdf
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139–152.
Towns, S. G. (2020). Which Word List Should I Teach ? Using Word Lists to Support Textbook Vocabulary Instruction, 33(1), 20–35.
Usman, A., & Abdullahi, D. M. (2018). Productive Vocabulary Knowledge of ESL Learners. Asian Journal of Interdisciplinary Research, 1(1), 32–41. https://doi.org/10.34256/ajir1814
Vögelin, C., Jansen, T., Keller, S. D., Machts, N., & Möller, J. (2019). The influence of lexical features on teacher judgements of ESL argumentative essays. Assessing Writing, 39(December 2018), 50–63. https://doi.org/10.1016/j.asw.2018.12.003
Xiao, G., & Chen, X. (2015). English academic writing difficulties of engineering students at the tertiary level in China. World Transactions on Engineering and Technology Education, 13(3), 259–263.
Auensen, M. (2018). The Correlation Between Lexical Richness and Norwegian Lower Secondary School EFL Teachers ’ Assessment of Written Compositions.
Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34(2), 213–238.
Criado, R. (2009). The Distribution of the Lexical Component in ELT Coursebooks and its Suitability for Vocabulary Acquisition from a Cognitive Perspective. A Case Study. International Journal of English Studies, Spcial Iss, 39–60.
Crossley, S. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11(3), 415–443. https://doi.org/10.17239/JOWR-2020.11.03.01
Csomay, E., & Prades, A. (2018). Academic vocabulary in ESL student papers: A corpus-based study. Journal of English for Academic Purposes, 33, 100–118. https://doi.org/10.1016/j.jeap.2018.02.003
Douglas, S. R. (2013). The lexical breadth of undergraduate novice level writing competency. The Canadian Journal of Applied Linguistics, 16(1), 152–170.
Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61.
Engber, C. A. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4(2), 139–155.
Fernsten, L. A., & Reda, M. (2011). Helping students meet the challenges of academic writing. Teaching in Higher Education, 16(2), 171–182.
Ha, H. S. (2019). Lexical Richness in EFL Undergraduate Students’ Academic Writing. English Teaching, 74(3), 3–28. https://doi.org/10.15858/engtea.74.3.201909.3
Hsu, W. (2009). College english textbooks for general purposes: A Corpus-based analysis of lexical coverage. Electronic Journal of Foreign Language Teaching, 6(1), 42–62.
Kim, M., Crossley, S. A., & Kyle, K. (2018). Lexical Sophistication as a Multidimensional Phenomenon: Relations to Second Language Lexical Proficiency, Development, and Writing Quality. Modern Language Journal, 102(1), 120–141. https://doi.org/10.1111/modl.12447
Koosha, M. (2010). An Evaluation of the Vocabulary Used in Iranian EFL Secondary and High School Textbooks Based on the BNC First Three1000 High Frequency Word Lists, (26), 157–186.
Kyle, K., & Crossley, S. (2016). The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34(February), 12–24.
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322.
Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage , learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Creative Education, 08(13), 1999–2008. https://doi.org/10.4236/ce.2017.813136
Mokhtar, A. A., Mohd Rawian, R., & Singh, P. K. a/p K. (2016). English Lexical Acquisition of Adult Learners in Instructional Settings: Issue on Lexical Input. ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, 1(2), 381–390. https://doi.org/10.21462/asiantefl.v1i2.17
Nagy, W., Townsend, D., Lesaux, N., & Schmitt, N. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108. https://doi.org/10.1002/RRQ.011
Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(04), 529–539.
Nor Ashikin, A., Noraziah, A., & Nur Fatima Wahida, M. N. (2017). Receptive and Productive Vocabulary Level of Diploma Students from a Public University in Malaysia. J. Appl. Environ. Biol. Sci, 7(1S), 53–59.
Nurmukhamedov, U., & Webb, S. (2019). Lexical coverage and profiling. Language Teaching, 52(2), 188–200. https://doi.org/10.1017/S0261444819000028
Olinghouse, N. G., & Leaird, J. T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565.
Olinghouse, N. G., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing, 26(1), 45–65.
Oliveira, J., Martini, P., & White, J. (2012). High Frequency Vocabulary in a Secondary Quebec ESL Textbook Corpus, (August).
Rahmat, N. H., Arepin, M., Rahayu, M. Y. D., & Rahman, S. A. S. A. (2017). Analyzing Perceived Writing Difficulties. International Journal of Social Sciences, 3(2), 1487–1499.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research (Vol. 12).
Sparks, S. D. (2013). Studies find Vocabulary instruction is falling short, pp. 23–25.
Srikrai, P. S., Lin, D., Lakaisone, S., & Sirinthorn, S. (2016). English Language Difficulties of Non-Native English Postgraduate Students in an English for Academic Purposes At a Thai University. Proceedings of CLaSIC, 301–315. Retrieved from https://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/PROCEEDINGS/srikrai_suphawat_phiphawin.pdf
Stæhr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. Language Learning Journal, 36(2), 139–152.
Towns, S. G. (2020). Which Word List Should I Teach ? Using Word Lists to Support Textbook Vocabulary Instruction, 33(1), 20–35.
Usman, A., & Abdullahi, D. M. (2018). Productive Vocabulary Knowledge of ESL Learners. Asian Journal of Interdisciplinary Research, 1(1), 32–41. https://doi.org/10.34256/ajir1814
Vögelin, C., Jansen, T., Keller, S. D., Machts, N., & Möller, J. (2019). The influence of lexical features on teacher judgements of ESL argumentative essays. Assessing Writing, 39(December 2018), 50–63. https://doi.org/10.1016/j.asw.2018.12.003
Xiao, G., & Chen, X. (2015). English academic writing difficulties of engineering students at the tertiary level in China. World Transactions on Engineering and Technology Education, 13(3), 259–263.