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A total of 262 EPT essays were collected and holistically scored using profile-based rating scales across five profiles and three proficiency levels. Lexical sophistication and lexical diversity were analyzed using RANGE-derived Lexical Frequency Profiles and multiple diversity indices including TTR, Maas’s a2, vocd-D, HD-D, and MTLD. Results indicated prompts significantly affect lexical features, sophistication differentiates proficiency levels and profiles, while diversity indices show no significant differences.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-influence-of-lexical-features-on-human-raters-judgement-of-essay-performance-on-local-english-placement-test/158274/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-influence-of-lexical-features-on-human-raters-judgement-of-essay-performance-on-local-english-placement-test/158274.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-08-29",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How many essays were analyzed in the study, and how were they scored?","Question",{"text":113,"@type":114},"The study analyzed 262 essays from the English Placement Test (EPT). Essays were holistically scored using the EPT holistic profile-based rating scales across five profiles and three proficiency levels.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which lexical measures were used to assess lexical sophistication and lexical diversity?",{"text":118,"@type":114},"Lexical sophistication was measured using RANGE to produce Lexical Frequency Profiles, covering commonly used and academic words. Lexical diversity was measured with TTR, Maas’s a2, vocd-D, HD-D, and MTLD.",{"name":120,"@type":111,"acceptedAnswer":121},"What did the study find about the relationship between prompts, lexical features, and proficiency levels?",{"text":122,"@type":114},"Prompts significantly affected lexical features. 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At University of Illinois at Urbana-Champaign, 262 essays from the English Placement Test (EPT) were collected and holistically scored based on the EPT holistic profile-based rating scales into five profiles across three proficiency levels. Lexical features related to lexical sophistication and lexical diversity were investigated in relation to the profiles and the proficiency levels. Lexical sophistication with commonly used words and academic words was measured through a computer program, called RANGE, that could produce the Lexical Frequency Profile (LFP) (Laufer & Nation, 1995) . Lexical diversity was measured through five indices, TTR, Maas’s a2 (Mass, 1972), vocd-D (Malvern & Richards, 1997), HD-D (McCarthy & Jarvis, 2007) and MTLD (McCarthy & Jarvis, 2010) . The results of this study showed that the prompts affect lexical features significantly, probably because of writers’familiarity to different topics. Lexical sophistication related to commonly used words and academic words could both be used to significantly distinguish essays across proficiency levels and between profiles. High proficient writers were found to use more infrequent words and more academic words. As for indices measuring lexical diversity, this study indicated that none showed significant difference across proficiency levels or between two profiles. These results indicated that indices related to lexical sophistication may be a good indicator of lexico-grammar features as reflected in the EPT rating scales, while lexical diversity may not be a potential indicator.  \nACKNOWLEDGEMENTS  \nMany people have helped me a lot during the process of writing this thesis. I would like to thank my advisor, Dr. Xun Yan, for his great guidance and warm encouragement. I also feel grateful to Dr. Lisa Pierce for her valuable suggestions as my committee member. I would also express my gratitude to my family members and friends who supported me over the during the hard time.  \nTABLE OF CONTENTS  \nCHAPTER 1: INTRODUCTION ....................................................................................................1  \nCHAPTER 2: LITERATURE REVIEW .........................................................................................4  \nCHAPTER 3: METHODOLOGY .................................................................................................12  \nCHAPTER 4: DATA ANALYSIS ................................................................................................20  \nCHAPTER 5: DISCUSSION AND CONCLUSION ....................................................................37  \nREFERENCES ..............................................................................................................................45  \nAPPENDIX A: INSTITUTIONAL REVIEW BOARD APPROVAL LETTER..........................49  \nAPPENDIX B: DESCRIPITIVE STATISTICS OF INDICES .....................................................50  \nAPPENDIX C: EPT RATING SCALES .......................................................................................52  \nCHAPTER 1: INTRODUCTION  \nWriting effectively has long been perceived as an integral part of academic success (Kellogg & Raulerson, 2007) and, therefore, is an important focus of tertiary education (Bacha, 2002) . Writing, as a proc","cbCaislpZNlpcpaK","https://ap.wps.com/l/cbCaislpZNlpcpaK","pdf",815703,56,"English","# Chapter 1: Introduction\n## Writing and Academic Success\n## Academic Literacy and ESL Writing Challenges\n## Writing as Second Language Assessment\n# Chapter 2: Literature Review\n# Chapter 3: Methodology\n# Chapter 4: Data Analysis\n# Chapter 5: Discussion and Conclusion\n# References\n# Appendix A: Institutional Review Board Approval Letter\n# Appendix B: Descriptive Statistics of Indices\n# Appendix C: EPT Rating Scales","[{\"question\":\"How many essays were analyzed in the study, and how were they scored?\",\"answer\":\"The study analyzed 262 essays from the English Placement Test (EPT). Essays were holistically scored using the EPT holistic profile-based rating scales across five profiles and three proficiency levels.\"},{\"question\":\"Which lexical measures were used to assess lexical sophistication and lexical diversity?\",\"answer\":\"Lexical sophistication was measured using RANGE to produce Lexical Frequency Profiles, covering commonly used and academic words. Lexical diversity was measured with TTR, Maas’s a2, vocd-D, HD-D, and MTLD.\"},{\"question\":\"What did the study find about the relationship between prompts, lexical features, and proficiency levels?\",\"answer\":\"Prompts significantly affected lexical features. Lexical sophistication distinguished essays across proficiency levels and between profiles, while none of the lexical diversity indices showed significant differences across proficiency levels or between two profiles.\"}]","THE INFLUENCE OF LEXICAL FEATURES ON HUMAN RATER’S JUDGEMENT OF ESSAY PERFORMANCE ON LOCAL ENGLISH PLACEMENT TEST | PDF",141]