A measure of EFL argumentative writing cognitive load: Scale development and validation

IF 5 1区 文学 Q1 LINGUISTICS
Jiu Li , Jianhua Wang
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引用次数: 0

Abstract

Writing requires substantial cognitive processing; when writing, cognitive load emerges due to the limited working memory. Research has investigated cognitive load as an explanatory concept in L2 writing, although there are a few instruments for measuring. Accordingly, the present study aims to develop and validate the EFL Argumentative Writing Cognitive Load Scale. Initially, stimulated recall from 13 undergraduates’ cognitive load during a writing task was used to generate a pool of scale items. Subsequently, 685 undergraduate students participated, with 300 at the scale development stage and 385 at the validation stage. The final version of the scale contains 39 items assessing six dimensions: argumentation, organization, language expression, word spelling, introduction and conclusion writing and post-writing monitoring. Both exploratory and confirmatory factor analyses showed that the scale’s psychometric properties are acceptable. The scale enables writing researchers and teachers to better understand L2 learners’ writing process and deploy targeted intervention strategies to optimize writing cognitive load.

衡量 EFL 议论性写作认知负荷的方法:量表开发与验证
写作需要大量的认知处理;写作时,由于工作记忆有限,认知负荷就会出现。有研究将认知负荷作为 L2 写作中的一个解释性概念进行了调查,但测量工具却很少。因此,本研究旨在开发并验证 EFL 议论性写作认知负荷量表。首先,研究人员通过刺激回忆 13 名本科生在写作任务中的认知负荷来生成量表项目库。随后,685 名本科生参与了研究,其中 300 人参与了量表开发阶段,385 人参与了验证阶段。量表的最终版本包含 39 个项目,从六个维度进行评估:论证、组织、语言表达、单词拼写、引言和结论写作以及写作后监测。探索性和确认性因素分析表明,量表的心理测量特性是可以接受的。该量表有助于写作研究人员和教师更好地了解 L2 学习者的写作过程,并采取有针对性的干预策略,优化写作认知负荷。
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来源期刊
CiteScore
8.80
自引率
13.10%
发文量
50
审稿时长
59 days
期刊介绍: The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.
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