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All Journal LLT Journal: A Journal on Language and Language Teaching
Abu-Rabiah, Eihab
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EVALUATING L2 VOCABULARY DEVELOPMENT FEATURES USING LEXICAL DENSITY AND LEXICAL DIVERSITY MEASURES Abu-Rabiah, Eihab
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5841

Abstract

Most of the research on lexical measures was conducted in English and conducted similarly in other languages without accurate adaptations to the language being tested. The first objective of this study is to identify differences between applications of lexical density and lexical diversity when tested as in English and when adapted to the language being tested. The second objective is to inspect the effect of acquisition time on intermediate-level second-language learners' lexical density and diversity. In a test-retest study over one year, Arabic Hebrew bilinguals (n=23) wrote argumentative essays, in which lexical density and diversity were analyzed according to two approaches; a conventional approach as in English and an adapted approach more aligned with Hebrew linguistic features. In both approaches, lexical density was calculated as the number of lexical words in proportion to the total number of words and lexical diversity using the type-token ratio (TTR) and Corrected TTR (CTTR). Findings reveal statistically significant differences between the two approaches and the adapted approach allowed for cross-language and interlanguage comparisons. Although no significant increase in lexical density and diversity over the year was found, various patterns for lexical development were observed; at the second time point, students with the lowest level of lexical diversity substantially improved and more essays fell within the lexical density range of a typically written language.
EFFECTS OF IDIOMS ON TEACHER RATINGS OF L2 WRITING QUALITY AND LEXICAL DIVERSITY, AND ASSESSMENT CHALLENGES Abu-Rabiah, Eihab
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12112

Abstract

Idioms are often seen as signs of advanced language proficiency, yet their role in writing assessment is given little consideration. Most research has focused on how idioms are processed cognitively, leaving open questions about how they affect teacher judgments, particularly in second language writing. This study explores how idioms affect teacher ratings of lexical diversity and writing quality, while also highlighting the challenges teachers face in evaluating them. Using a mixed-methods design, twenty Hebrew teachers assessed fifteen essays written by native Arabic speakers, along with revised versions of each essay that included a frequent idiom (30 essays total). The essays spanned CEFR levels A2 to B2 and were randomly ordered. Teachers, whether native speakers of Arabic or Hebrew, rated both lexical diversity and writing quality of each essay on a 10-point scale. Six teachers also participated in semi-structured interviews, which were subjected to thematic analysis. The findings indicate that essays with idioms were rated significantly higher in both writing quality and lexical diversity, regardless of the rater’s first language. The interviews highlighted several recurring challenges in assessing idioms, including contextual appropriateness, idiom transparency, frequency of use, grammatical accuracy, and variation between standard and colloquial forms.
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