Assessment Model for Language Learners’ Writing Practice (in Preparing for TOEFL iBT) Based on Comparing Structure, Vocabulary, and Identifying Discrepant Essays

Abstract

This study aims to investigate if learners of English can improve computer-assisted writing skills through the analysis of the data from the post test. In this study, the focus was given to intermediate-level students of English taking final writing tests (integrated and independent responses) in preparation for TOEFL iBT. We manually scored and categorized the students' writing responses into five-point levels for the data to make the software. The results of the study showed that the model could be suitable for computerized scoring for language instructors to grade in a fair and exact way and for students to improve their writing performance through practice on the computer.