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Some are with heterogeneous students in English-speaking countries(Santos 1988, Brown 1991, Hinkle 1994) while some are with homogenous students insettings of English as second language, such as Chinese University students (Lee 2004, Shi2001, Hamp-Lyons and Zhang 1992, Hou & Geng 2010), Korean students (Hee-Kyung Lee2009), Greek high school students (Hughes and Lascaratou 1982), Arab university students(Khalil 1985).The third line of research has been conducted about whether NE and NNE raters are thesame on evaluating the same writings holistically (Brown 1991, Connor-Linton 1995b, Machi1988, Shi 2001). Even though there are such evidences using Chinese students, this researchconcerned with holistic scale in large-scale test is very rare to compare rater performancebetween the two groups of raters.The most previous studies usually adopt MANOVA to analyze their data, which can notexplain rater severity and intra-rater consistency. Therefore, using MFRM, it is worthcomparing the differences and similarities in detail between the two groups to further thecooperation between them.The current study is designed to investigate differences of how native English-speaking(NE) and nonnative English-speaking (NNE) raters holistically evaluate the essays written byESL students of International College in Hunan University. This study would be an importantaddition to fill the gap of investigation to the dissimilarities between the two groups of NEand NNE. Through the results of the study, it brings us into thinking of rater performanceagain. Moreover, it enlightens us on English writing teaching for the future.

Chapter 2 Literature Review

Much previous research in comparing rater performance between native and nonnativeEnglish raters in writing assessment has been conducted, mainly focusing on raters’ severity,reliability, and validity of analytical rating scale. And, MFRM adopted in data analysis hasbeen applied widely in writing performance

2.1 Performance of NE and NNE Raters in English Writing Evaluation
The research on differences between native English and nonnative English raters’reactions to students’ writing performance has been a particular concern in second language.A great deal of research has shown that there are no significantly differences in holistic ratingsto the same ESL essays between two groups. Brown (1991) explored no statisticallysignificant mean differences in the overall ratings given by the ESL and English faculties. InConnor-Linton’s study (1995b) on comparison of the evaluative criteria of 26 American ESLand 29 Japanese EFL instructors, who all rated 10 compositions written by adult L1 JapaneseEFL students, half of the raters from each group were asked to rate the essays holistically andthe other half to rate the essays analytically with an evaluation scale and then to representthree reasons for their ratings. The results demonstrated similarities in the two groups’ ratings.Machi (1988) made an exploratory study on the compositions rating behavior of nativeEnglish teachers and Japanese-speaking teachers, showing that ratings by Japanese teacherswere not different significantly from that of native English teachers with regard to total scoresfor compositions. And in Shi’s study (2001), she discovered similar scores to EFL students’writings, through comparing holistic scores from 23 Chinese NNE and 23 NE raters withdifferent ethno-linguistic backgroun本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。