چکیده:
Results from some previous L2 studies have pointed to the positive correlation between psychological variables and L2 proficiency, fluency, and academic success. Such research findings have contributed considerably to our knowledge of the field. However, the extent of such psychological factors as conscientiousness, and their relation with teacher ratings is still unknown. The ultimate goal of the present study was to examine the predictive power of five psychological variables, known as big five traits, on the ratings Iranian EFL teachers awarded to student essays. To that end, 150 teacher raters were asked to rate ten randomly selected five-paragraph essays (once analytically and once holistically) students of English had written in their essay writing classes using analytic and holistic rating scales. Two separate standard multiple regression procedures, as implemented in SPSS (version 25), were used to analyse the data for the present study. Results from regression analyses showed big five traits, including extroversion, conscientiousness, openness to experience, neuroticism, and agreeability, did not predict analytic and holistic ratings. The findings suggest that such psychological variables do not statistically contribute to the ratings awarded to expository text types.
خلاصه ماشینی:
The Predictive Power of Big Five Traits on EFL Teacher Ratings of University Students’ Academic Essays 1Rajab Esfandiari* IJEAP- 2101-1679 Received: 2021-01-05 Accepted: 2020-04-06 Published: 2020-04-06 Abstract Results from some previous L2 studies have pointed to the positive correlation between psychological variables and L2 proficiency, fluency, and academic success.
The ultimate goal of the present study was to examine the predictive power of five psychological variables, known as big five traits, on the ratings Iranian EFL teachers awarded to student essays.
Results from regression analyses showed big five traits, including extroversion, conscientiousness, openness to experience, neuroticism, and agreeability, did not predict analytic and holistic ratings.
The big five traits, as the name suggests, include extroversion, openness, neuroticism, conscientiousness, and agreeableness, which the present researcher has focused on, as research studies on the predictability of such traits on teacher ratings can be very rarely found in the literature.
Esfandiari examined the extent to which big five traits were capable of predicting the ratings Iranian teacher raters awarded to one-paragraph essays 24 Iranian BA students wrote in their Advanced Writing classes.
Results from a standard multiple regression procedure showed big five traits— extroversion, agreeableness, openness, neuroticism, and conscientiousness—did not contribute statistically significantly to the analytic ratings, suggesting that these traits were not predictors of those traits.
Personality traits tend to describe an individual in terms of general predispositions which are broader than specific behaviors, moods and experiences, but more specific than any universal characteristics (Roberts, Kuncel, Shiner, Caspi, & Golberg, 2007).