In this paper, we will describe the proposed framework of a CBEM system for ESL writing at IHLs in Malaysia. This is due to the fact that lecturers and students have certain expectations these CBEM systems failed to meet. The results of this study suggest that existing CBEM systems are not suitable for marking ESL writing at IHLs in Malaysia. The study also uses Criterion to mark students’ essays. In order to determine whether they are suitable for marking students’ writing in ESL, the study investigated lecturers’ and students’ expectations of the CBEM systems using questionnaire surveys. An initial study shows that a number of CBEM systems are available. "The main objective of this research is to develop the framework of a Computer-Based Essay Marking (CBEM) system for writing in ESL (English as a Second Language) at Institutions of Higher Learning (IHLs) in Malaysia. Further research is required to support this finding.
The researcher concludes Idea Arrangement and Communicative Quality appear to have similar conceptual and theoretical foundations and should be considered the elements of one measuring criterion. Using parcel indicators, a two-factor model was then evaluated which had the best fit and parsimony. Structural modeling of the sub-skills revealed the two sub-skills of Idea Arrangement and Communicative Quality are psychometrically inseparable, but the Vocabulary and Grammar sub-skills proved to have good measurement properties. After inter- and intra-rater reliability analysis, a three-factor model was posited for validation.
The scripts were then scored according to writing benchmarks similar to the IELTS Writing criteria but narrower in scope.
Four writing prompts were administered to 178 Iranian EFL learners. This study investigates the validity of a writing model proposed as the underlying structure of the writing skill in English as a foreign language (EFL).
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