ERIC Number: EJ1407611
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: EISSN-1753-2167
Investigating the Effects of Signal Words on the Readability of Writing Centre Self-Access Library Materials
John R. Baker
Language Learning Journal, v52 n1 p66-76 2024
The idea that reading model essays facilitates better writing is generally accepted in second language writing literature. As such, anthologies of model essays are often selected for inclusion in writing centre self-access library shelves. When selecting these texts, readability is often considered via the application of quantitative readability formulae (e.g. the Lexile Readability Formula). Unfortunately, such formulae only measure two (i.e. semantic, syntactic) of the many features that impact readability, leaving other features that require qualitative consideration (e.g. signal words, SWs) unexplored. To address this, this article reports the findings of a sequential, mixed-methods study conducted in a Taiwanese university writing centre context that explored how SWs affect post-secondary English language learners' perceptions of ease and difficulty when reading model essays excerpted from anthologies. The inferential statistics showed that the informants (students who visited the writing centre) ranked the essays' ease and difficulty significantly differently than the Lexile Formula. The qualitative exploration found that SWs (e.g. students' awareness of SWs) contributed to this ranking. The study also suggests that writing studies professionals (teachers, writing centre staff) and the publishing industry include signal words as part of a hybrid (quantitative-qualitative) exploration when considering the difficulty of model essays in anthologies.
Descriptors: Foreign Countries, Laboratories, Writing (Composition), Word Recognition, Second Language Learning, Readability, English (Second Language), Postsecondary Education, College Students, Difficulty Level, Student Writing Models, Influences, Student Attitudes, Anthologies
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A