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Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective

  • Xinhua Zhu ORCID logo , Yuan Yao , Xian Liao , Wandong Xu , Pengfei Zhao ORCID logo EMAIL logo und Yue Jiang
Veröffentlicht/Copyright: 15. Oktober 2024
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching

Abstract

The ability to produce a well-written text in English using multiple material resources, such as integrated writing (IW), is widely recognised as a crucial literacy skill for tertiary students. While previous researchers have extensively examined the factors contributing to second language (L2) English integrated writing, the impact of students’ first-language (L1) Chinese writing strategic knowledge and skills on L2 writing performance has received limited empirical attention. Therefore, this study aimed to investigate the simultaneous relationship between L1 and L2 writing strategy use, L1 writing skills, and L2 IW performance among 239 Chinese university students. Results from structural equation modelling revealed that L1 IW strategy use could predict L2 IW strategy use. Furthermore, the use of L1 IW strategies indirectly predicted L2 IW performance through the use of L2 IW strategies. This study contributes to the existing literature by extending research on cross-language effects in the IW context. Additionally, based on the findings, pedagogical implications for teaching IW across two languages are proposed.

Keywords: cross-linguistic perspective; Chinese EFL undergraduates; L1 and L2 writing strategy use; L1 and L2 integrated writing
Corresponding author: Pengfei Zhao, Department of Chinese Language Studies, The Education University of Hong Kong, 10 Lo Ping Roud, Ting Kok, Tai Po, New Territories, Hong Kong, 999077, China, E-mail:

  1. Conflict of interest: The authors declare that there is no conflict of interest regarding the publication of this manuscript.

Appendix A: Task prompts for Chinese and English integrated writing tasks

1 Chinese Integrated Writing Task

A left-behind girl from Hunan Province, Zhong Fangrong, sparked a heated discussion among netizens due to her high score in the college entrance examination and her decision to enrol in the archaeology program at Peking University. When choosing a major in college, is personal interest more important or job prospects? What is your opinion on this matter and why?

Specific requirements:

  1. Summarize the different viewpoints on “choosing a college major” from the following four passages, and provide your own viewpoint based on the summary.

  2. Select some relevant information from the passages as supportive details (or connect your own experience as supplementary information if necessary) for your viewpoint, and make interpretation, explanation and evaluation of these supportive details.

  3. Create your own title, and finish the task within 1 h with no less than 600 Chinese characters.

2 English Integrated Writing Task

The growing use of foreign words is a threat to our mother tongue or a promotion of culture. What is your opinion on this matter and why?

Specific requirements:

  1. Summarize the different viewpoints on “the use of foreign words” from the following four passages, and provide your own viewpoint based on the summary.

  2. Select some relevant information from the passages as supportive details (or connect your own experience as supplementary information if necessary) for your viewpoint, and make interpretation, explanation and evaluation of these supportive details.

  3. Create your own title, and finish the task within 1 h with no less than 200 words.

Appendix B: Strategy inventory for English integrated writing

Directions: Read each statement and indicate how often you used each strategy when writing your essay. Check the appropriate box: 1(very rarely), 2 (rarely), 3 (occasionally), 4 (often), 5 (very often).

A Pre-writing

  1. I reread the task requirements carefully.

  2. I thought about the type of essay I wanted to write.

  3. I tried to summarize overall ideas from the whole reading passage in my mind.

  4. I tried to understand the relationship between the ideas of the reading passage.

  5. I made a writing plan (e.g., outlines, notes, keywords).

  6. I wrote down main ideas and important points from the reading passage.

  7. I searched for connections among sentences.

  8. I tried to understand the content according to how information is organized in each paragraph.

  9. I tried to understand the organization of the reading passage.

  10. I searched for connections among paragraphs.

  11. I planned to copy good sentences from the reading in my writing.

B In-writing

  1. I double-checked to see if my writing met the task requirements.

  2. I reread the reading passage again to look for main ideas.

  3. I wrote some phrases based on a writing template I had memorized before the test.

  4. I copied the sentences from the reading passage and revised them.

  5. I thought about mentioning the material sources in my essay.

  6. I reread what I had written to see if my writing met the task requirements.

  7. I tried to write about my knowledge or my own experiences in the essay.

  8. I used different words or phrases to describe ideas from the reading passage.

  9. I reread what I had written to see if I was using correct spelling and grammar.

  10. I revised the sentences to make my writing clearer.

  11. I thought about a word, phrase, or sentence before I wrote it down.

  12. I first wrote out a writing template I had memorized before and filled in some ideas from the reading passage.

C Post-writing

  1. I checked if I used examples to support my main ideas.

  2. I reread my essay and changed the content that didn’t express what I meant.

  3. I added new points based on the reading passage.

  4. I reread my essay and made sure my expression was correct.

  5. I made changes in phrases to ensure I didn’t copy the exact phrases.

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Received: 2023-12-24
Accepted: 2024-09-16
Published Online: 2024-10-15

© 2024 Walter de Gruyter GmbH, Berlin/Boston

https://doi.org/10.1515/iral-2023-0330
Schlagwörter für diesen Artikel
cross-linguistic perspective; Chinese EFL undergraduates; L1 and L2 writing strategy use; L1 and L2 integrated writing
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