Rethinking L2 Japanese Writing Assessment: Comparing Holistic and Analytic Rating among Persian-Speaking Learners

Abstract

Introduction: Writing assessment in Japanese as a second language has traditionally relied on holistic approaches, yet questions remain about whether analytic methods provide more diagnostic information for diverse learner populations. This study aimed to compare holistic and analytic assessment methods in evaluating Japanese compositions written by Persian-speaking learners, examining which linguistic components best predicted overall writing quality.

Methodology: Thirty-six Persian-speaking Japanese learners at intermediate proficiency level enrolled at the University of Tehran wrote 400-character compositions on assigned topics. Participants included students from both the Department of East Asian Languages and Literatures and the Japanese Language Institute Public Program. Four experienced Japanese language instructors evaluated each composition using both holistic and analytic rubrics. The holistic rubric employed a single-score approach, while the analytic rubric assessed five components: vocabulary, grammar, content, organization, and mechanics. The study conducted Pearson correlation analyses and multiple regression analyses to examine relationships between scoring methods and identify predictive components.

Results: Analysis revealed a strong correlation between holistic and analytic total scores), validating both assessment approaches. Among analytic components, vocabulary emerged as the strongest predictor of holistic scores, followed by content and grammar. Organization and mechanics demonstrated non-significant predictive power. Learner surveys indicated that 65% of participants preferred analytic assessment due to clearer diagnostic feedback for improvement.

Conclusion: Vocabulary proficiency served as the primary driver of perceived writing quality among Persian-speaking Japanese learners, challenging traditional grammar-focused pedagogies. Analytic assessment methods provided superior diagnostic value for learners from non-kanji countries in second language Japanese contexts, offering clearer pathways for instructional intervention and learner development.