37th Article "Source based tasks in academic writing assessment: Lexical deversity, textual borrowing and proficiency"

Ayu Rini Tri Utari
16611046
Review of the 37th article


"Source based tasks in academic writing assessment: Lexical deversity, textual borrowing and proficiency"

   Interest in integrating reading with writing to assess the writing of the English academic, the vocabulary as source writing, inquired. The current study investigates issues related to the influence of textual borrowing on lexical diversity and the difference in lexical diversity across test scores on integrated tasks. To this end, 130 students in a Middle Eastern university completed a reading-based integrated task. The essays were analyzed for lexical diversity using CLAN software, a computer program developed to compute lexical diversity. A paired samples t-test and Analysis of Variance (ANOVA) were used to answer the research questions. The results showed that borrowing from source texts significantly affects the lexical diversity values in integrated writing. Further, the results demonstrated that lexical diversity plays a substantial role.