{"title":"Exploring the interaction of writer individual differences in predicting L2 students’ writing achievements","authors":"Jianhua Zhang , Lawrence Jun Zhang","doi":"10.1016/j.learninstruc.2025.102214","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.</div></div><div><h3>Samples</h3><div>We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102214"},"PeriodicalIF":4.9000,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225001380","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.