@article{oai:glim-re.repo.nii.ac.jp:00005525,
 author = {中竹, 真依子 and Nakatake, Maiko},
 issue = {20},
 journal = {言語 文化 社会, Language, Culture and Society},
 month = {Mar},
 note = {application/pdf, This study aims to investigate the longitudinal changes in second language （L2） writing skills of three Japanese English as a Foreign Language （EFL）
students who have been learning from a writing centre. This study compared the pre-compositions （the text written before using the writing center） and the postcompositions
（the text written after having learning at the writing centre for a year） in terms of fluency, syntactic complexity, lexical diversity and writing quality
ratings. In this study, Words/T （the number of words per T-Unit） was used to measure fluency, S-nodes/ T （the number of S-nodes per T-Unit） was employed to
capture syntactic complexity, and lexical diversity was determined by Guiraud’s Index. According to an adapted version of Jacobs, Zinkgraf, Wormuth, Hartfiel
and Hughey’s （1981） English as a Second Language （ESL） composition Profile, two evaluators with English teaching background evaluated the pre- and the postcompositions
without knowing which were the pre- or the post- compositions. Ten points, each, was assigned for the five criteria: content, organisation, language,
vocabulary and mechanics. The results revealed that the L2 students’ writing development varied among individuals. Moreover, individual factors can also
affect the variation of changes of their L2 writing. Based on the findings of this study, challenges for assessing the long-term effects of the writing centre tutorials
on the student’s writing were discussed and several directions for future research have been provided.},
 pages = {31--45},
 title = {ライティング・センターの継続的利用によるライティング・プロダクトの変化},
 year = {2022},
 yomi = {ナカタケ, マイコ}
}