Explaining L2 writing performance through a chain of predictors: A SEM approach

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

3L: Language, Linguistics, Literature

Volume

21

Issue

2

First Page

115

Last Page

130

Publication Date

1-1-2015

Abstract

Renewed calls for identifying other variables and validating previous models that account for the complex interplay of mechanisms that are activated in the writing process have been made. In response to this call, the study investigates whether text production processes (idea generation, idea encoding, idea/text revision, and idea transcription) mediate the effect of topic knowledge, linguistic knowledge, writing approach, and writing experience on writing performance. Writer's performance was measured by timed essays, while the psycholinguistic and linguistic variables were measured by scales and tests. Results yielded by Structural Equations Modeling indicate that topic knowledge and linguistic knowledge have direct effects on writing performance and indirect effects on writing performance through text production process. Writing approach and writing experience do not directly affect writing performance, but they indirectly affect writing performance through text production processes.

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Digitial Object Identifier (DOI)

10.17576/3L-2015-2102-09

Disciplines

Language and Literacy Education

Keywords

Cognition; Rhetoric; English language—Rhetoric; English language—Rhetoric—Ability testing

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