Suchergebnisse

This study examined Chinese EFL researchers' English abstract writing in language education. Using open-ended questionnaires, it first investigated 24 Chinese EFL researchers' perceptions of their challenges in writing English abstracts. Using generalizability theory and follow-up interviews, it then invited 16 experienced English journal reviewers to assess 27 published English abstracts written by Chinese EFL researchers to identify common errors and suggest improvement tips. Finally, it examined eight selected Chinese EFL researchers' critical reflections on the English journal reviewers' assessment of the 27 English abstracts. The results indicated that Chinese EFL researchers experienced several challenges in writing English abstracts. Further, the English reviewers' assessment of the 27 abstracts was consistent and reliable. The common errors were associated with the accuracy, non-evaluative nature, coherence and readability, and conciseness of an English abstract. The English reviewers provided tips for improvement, and Chinese EFL researchers expressed their critical reflections on their assessment. Educational implications are discussed.

AbstractUsing generalizability (G-) theory as a theoretical framework and research methodology, this study examined the impact of the current one-rater holistic scoring practice on the rater variability and reliability of constructed response questions in New York State high-stakes tests of grades four and six English language arts (ELA) and grades four and five mathematics assessments. Following the New York State scoring rubrics, a total of 36 grades four and six ELA constructed response samples and 72 grades four and five mathematics constructed response samples were marked holistically by ten independent raters having current certifications as educators in the State of New York. The results indicated that the current single-rater holistic scoring practice would not be able to yield acceptableG-coefficients for the New York State grades four and six ELA and grades four and five mathematics assessments. Implications for assessment policy making at the local and state levels are discussed.

AbstractThis study examines the complex interactions between official development assistance (ODA) and the ecological environment of recipient countries, mainly focusing on agricultural economic development and renewable energy. Using dynamic threshold models and robust statistical methods, the analysis uncovers the nuanced effects of ODA across various dimensions. Findings suggest that ODA has different impacts on the ecology of African countries depending on their agricultural dependence and renewable energy development levels. The study highlights the importance of targeted aid and advocates for the integration of ODA with environmentally sustainable development goals. Furthermore, the research underscores the potential for environmental improvement in countries with significant agricultural reliance. It emphasizes the critical role of renewable energy in mitigating ecological pressures and adapting to climate change. This study contributes to the assessment of sustainable development performance after the expiration of the United Nations Sustainable Development Goals in 2030.