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ORIGINAL RESEARCH article

Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1343969
This article is part of the Research Topic The Role of Feedback in Second Language Acquisition, Instruction and Assessment View all articles

Analyses of non-native Estonian, Latvian and Swedish young learners' written production in EFLsimilarities and differences

Provisionally accepted
Stellan Sundh Stellan Sundh *
  • Uppsala University, Uppsala, Sweden

The final, formatted version of the article will be published soon.

    Assessments of written production in English as a foreign language play an important role in the overall grading of learners' English at school. The other three skills than writing are evidently also considered but written texts are useful to work with since they provide concrete material easily available to study when it comes to learners' levels of achieved language proficiency. The teachers' overall and immediate impression of the text could play a significant role for the final grading of the production. It is therefore worth investigating the variation of linguistic features in texts of similar length produced by learners of the same age.In the present study, young learners' written production in English is analysed with several approaches. The learners' texts were of similar length and language quality but had different characteristics in terms of structure and style. The results show an overall picture of what factors might influence teachers' assessment of young learners' texts in EFL and are therefore useful information to consider for teachers of English to ensure valid and reliable assessments of learners' written productions of English as a foreign language.

    Keywords: young learners, written production in EFL, Sustainable assessment, Baltic Sea region, Linguistic analyses

    Received: 24 Nov 2023; Accepted: 16 Jul 2024.

    Copyright: © 2024 Sundh. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Stellan Sundh, Uppsala University, Uppsala, Sweden

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