Exploring the interaction of writer individual differences in predicting L2 students’ writing achievements

IF 4.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jianhua Zhang , Lawrence Jun Zhang
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引用次数: 0

Abstract

Background

There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.

Aims

This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.

Samples

We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.

Methods

We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.

Results

Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.

Conclusion

The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.
探讨作者个体差异在预测二语学生写作成绩中的交互作用
关于学习者个体差异对二语学习的影响已有大量研究。然而,关于作者个体差异之间的复杂相互作用及其对二语学生写作表现的影响,文献几乎是空白的。目的本研究旨在探讨WIDs在预测二语学生写作表现中的相互作用。我们选取了来自两所中国大学的391名自愿参加第二语言学习的学生作为本研究的方便样本。方法对被试进行语言能力和工作记忆能力的认知测试,对被试的自我感知二语砂砾、写作成就目标、写作自我效能感和自我调节学习写作策略进行问卷调查,并对被试的写作表现进行问卷调查。结果通过结构方程模型,我们确定了共享和特定任务的中介路径。在两项任务中,二语砂砾和写作自我效能分别介导词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响;写作成就、二语砂砾和写作成就目标在词汇学习能力对二语写作质量的影响中起中介作用;写作自我效能感在二语砂砾对二语写作质量的影响中起中介作用。此外,在议论文任务中,SRL写作策略介导了写作成就目标对二语写作质量的影响,而在叙事任务中,二语砂砾分别介导了词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响,写作自我效能介导了工作记忆对二语写作质量的影响。结论研究结果揭示了一个复杂的中介过程,揭示了WIDs如何通过多种中介影响二语写作表现。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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