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Download full textDabbagh, Ali; Babaii, Esmat – TESL-EJ, 2021
The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to…
Descriptors: Scoring, Pragmatics, Native Language, Second Language Learning
