Study | Context; variable | Instruction length (Nested?) | Prompts of essays compared | Use of Criterion® holistic scores | Analysis of writing quality (Use of Criterion® and/or other measures) | Statistical analysis (time points) | Results of comparison between pretest and posttest |
---|---|---|---|---|---|---|---|
Ohta (2008a) [43] | University in Japan; instruction | 16 weeks (yes) | Different | Yes | Yes (Criterion®) | t-test (2) | Higher scores & longer essays for students with TOEFL ITP® scores of 500 or above |
Ohta (2008b) [25] | University in Japan; instruction | 16 weeks (yes) | Different | No | Yes (Criterion® + other measures) | t-test (2) | Longer essays; better organization |
Hosogoshi et al. (2012) [74a] | University in Japan; peer feedback + revision | 2 weeks (yes) | Same: first vs. revised essays | Yes | Yes (Criterion® + other measures) | ANOVA (2) | Higher scores; fewer mechanical errors; longer essays; more syntactic complexity, better organization |
Tajino et al. (2011) [97] | University in Japan; instruction | 2 weeks (unknown) | Different | Yes | No | t-test (2) | Higher scores |
Li et al. (2015) [70] | University in the U.S.; instruction | Unknown (no) | Same: first vs. revised essays | No | Yes (Criterion®) | t-test (2) | Fewer errors (with some variations among prompts and teachers) |
Current study (Study 2) [81] | University in Japan; instruction | 28 weeks (yes) | Different | Yes | Yes (Criterion®) | Multilevel modeling (3) |