Investigating the linguistic Features of writing quality

dc.contributor.author	Djebar, Ahmed Houssam
dc.contributor.author	BOURI, Hadj
dc.date.accessioned	2020-11-29T08:52:32Z
dc.date.available	2020-11-29T08:52:32Z
dc.date.issued	2020
dc.description.abstract	ndices classified under the three banks of the linguistic features in question were chosen. After statistical analysis of the data, results have shown that lexical diversity and syntactic complexity successfully differentiate between highly and poorly students' writings. While lexical diversity was found to be the best predictor of assessors' ratings. These findings point out, on the one hand, the need to incorporate linguistic features as a pivotal element in writing instruction for students, and on the other hand, as an independent element in writing assessment for teachers. Hereafter, limitations were stated and suggestions for future research were proposed.	ar
dc.identifier.uri	http://hdl.handle.net/123456789/9459
dc.language.iso	en	ar
dc.publisher	Oum-El-Bouaghi	ar
dc.subject	Writing quality	ar
dc.subject	Linguistic feature	ar
dc.subject	Automated writing evaluation	ar
dc.title	Investigating the linguistic Features of writing quality	ar
dc.title.alternative	a comparative study of highly and poorly rated learners’ writings case study of 3rd Year LMD Students of Larbi Ben M’hidi University Department of English	ar

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