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Table 5 Means and standard deviations of the number of prompts, revisions, and times of online and written feedback for each class per student in Study 2

From: Validity evidence of Criterion® for assessing L2 writing proficiency in a Japanese university context

 

Class A

Class B

Class C

Class D

Class E

Total

N

17

14

18

18

14

81

TOEFL ITP® April

569.47 (21.52)

521.79 (6.89)

501.61 (6.46)

480.89 (6.11)

457.38 (9.86)

507.71 (39.73)

December

568.31 (29.88)

539.00 (18.26)

515.28 (17.98)

499.00 (23.15)

504.93 (22.90)

524.56 (34.02)

TOEFL iBT® total

70.88 (16.73)

64.43 (9.12)

56.22 (8.21)

47.89 (4.79)

47.36 (10.14)

57.33 (13.82)

Writing

17.76 (3.25)

15.93 (2.62)

15.28 (2.32)

13.67 (1.94)

12.79 (3.17)

15.12 (3.14)

Promptsa

5.00 (0.71)

3.43 (0.76)

3.50 (0.71)

2.28 (1.02)

4.86 (1.41)

3.77 (1.38)

Revision

6.06 (2.44)

3.14 (2.21)

3.89 (2.59)

2.89 (2.40)

6.64 (2.02)

4.47 (2.76)

Feedbackb

1.94 (0.43)

0.00 (0.00)

1.00 (0.00)

1.06 (0.24)

4.07 (0.27)

1.57 (1.32)

  1. Note. aThe number of prompts written did not include the number of prompts written on the pretest and posttests. bWe included the feedback that was provided through Criterion® and that was written on printed sheets by each teacher, but not the feedback given orally by a teacher; while the degree of spontaneous oral feedback by each teacher was unknown, the Class E teacher reportedly spent two class periods having face-to-face conferences with every student, explaining his/her strengths/weaknesses and answering his/her questions