Open AccessA Comparative Study of EFL Instructors’ Essay Rating: Holistic Versus Analytic Approaches at a Tertiary Institution in Saudi Arabia
Author(s) -
Shifa Alotibi,
Abdullah Alshakhi
Publication year - 2022
Publication title -
theory and practice in language studies
Language(s) - English
Resource type - Journals
eISSN - 2053-0692
pISSN - 1799-2591
DOI - 10.17507/tpls.1201.07
Subject(s) - rubric , context (archaeology) , workload , psychology , tertiary institution , affect (linguistics) , institution , mathematics education , dimension (graph theory) , qualitative research , medical education , computer science , sociology , medicine , social science , mathematics , paleontology , communication , biology , operating system , pure mathematics
This study seeks to explore the factors that influence EFL instructors’ rating decisions while using holistic and analytic rubrics. Few studies have been conducted on the factors that influence the rating practices of EFL instructors, specifically, in the Saudi EFL context. This study addresses this gap and contributes more broadly to the understanding of the interplay between EFL instructors and the use of holistic and analytic rubrics. The data were collected in a Saudi university at a preparatory year program (PYP). This study utilizes semi-structured interviews with eleven EFL instructors from different nationalities. Guided by the critical language testing as a theoretical framework and with qualitative analysis, the study reveals that critical language testing can minimize the negative consequences of writing assessment done by graders; however, students’ low English proficiency, time constraints, heavy workload can negatively affect the rating practices. Finally, several pedagogical implications, insights, and recommendations for future research are put forward in the conclusion.