View in EDS

On the Role of Individual Differences in the L2 Writing Achievement

Saved in:
Bibliographic Details
Title: On the Role of Individual Differences in the L2 Writing Achievement
Authors: N/A
Committee Members: Tahmouresi, Somayeh (author); Papi, Mostafa (professor directing dissertation); Leeser, Michael J. (university representative); Li, Shaofeng (committee member); Cabell, Sonia Q. (committee member); Florida State University (degree granting institution); College of Education (degree granting college); School of Teacher Education (degree granting department)
Summary: Individual differences factors (IDs) play significant roles in second language (L2) learning. Compared to the general field of SLA, however, little is known in the L2 writing domain regarding the influence of learner factors in L2 writing achievement. Therefore, in this study, I aimed to extend the IDs research in L2 writing by closely examining the interaction between students’ cognitive abilities, motivational levels, and emotional experiences on one hand and their L2 writing achievement on the other. To that end, I drew on the latest theoretical developments in the field of SLA to conceptualize students’ motivational orientations and emotional experiences during L2 writing and explore how those affective variables as well as their L2 learning abilities contribute to their success in L2 writing. A total of 85 university students learning English as a Foreign Language (EFL) at a private university participated in the study by filling out several questionnaires and taking a language aptitude test. The students were also asked to write an essay about a specific topic. Factor analytic results substantiated the construct validity of the L2 writing selves scales. In addition, reliability analyses confirmed the internal consistency of all the motivational, emotional, and cognitive measures. Two raters also graded the students’ essays both holistically and analytically in terms of complexity, accuracy, and fluency. To answer the research questions, a series of multiple regression were conducted. The results showed that the ideal L2 writing self positively predicted L2 writing joy, motivation, and achievement, whereas ought L2 writing self positively predicted L2 writing anxiety and motivation. Although both L2 writing enjoyment and anxiety predicted L2 writing motivation positively, L2 writing anxiety predicted L2 writing course grade negatively. Aptitude was also found as a positive predictor of L2 writing achievement. Considering the CAF measures, only ideal L2 writing self predicted the fluency. Overall, the findings provided a clear picture on the role of IDs in the development of L2 writing.
Database: OpenDissertations
FullText Text:
  Availability: 0
Header DbId: ddu
DbLabel: OpenDissertations
An: ddu.oai.diginole.lib.fsu.edu.fsu_777748
AccessLevel: 6
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: On the Role of Individual Differences in the L2 Writing Achievement
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22N%2FA%22">N/A</searchLink>
– Name: Author
  Label: Committee Members
  Group: Au
  Data: <searchLink fieldCode="CO" term="%22Tahmouresi%2C+Somayeh+%28author%29%22">Tahmouresi, Somayeh (author)</searchLink>; <searchLink fieldCode="CO" term="%22Papi%2C+Mostafa+%28professor+directing+dissertation%29%22">Papi, Mostafa (professor directing dissertation)</searchLink>; <searchLink fieldCode="CO" term="%22Leeser%2C+Michael+J%2E+%28university+representative%29%22">Leeser, Michael J. (university representative)</searchLink>; <searchLink fieldCode="CO" term="%22Li%2C+Shaofeng+%28committee+member%29%22">Li, Shaofeng (committee member)</searchLink>; <searchLink fieldCode="CO" term="%22Cabell%2C+Sonia+Q%2E+%28committee+member%29%22">Cabell, Sonia Q. (committee member)</searchLink>; <searchLink fieldCode="CO" term="%22Florida+State+University+%28degree+granting+institution%29%22">Florida State University (degree granting institution)</searchLink>; <searchLink fieldCode="CO" term="%22College+of+Education+%28degree+granting+college%29%22">College of Education (degree granting college)</searchLink>; <searchLink fieldCode="CO" term="%22School+of+Teacher+Education+%28degree+granting+department%29%22">School of Teacher Education (degree granting department)</searchLink>
– Name: Abstract
  Label: Summary
  Group: Ab
  Data: Individual differences factors (IDs) play significant roles in second language (L2) learning. Compared to the general field of SLA, however, little is known in the L2 writing domain regarding the influence of learner factors in L2 writing achievement. Therefore, in this study, I aimed to extend the IDs research in L2 writing by closely examining the interaction between students’ cognitive abilities, motivational levels, and emotional experiences on one hand and their L2 writing achievement on the other. To that end, I drew on the latest theoretical developments in the field of SLA to conceptualize students’ motivational orientations and emotional experiences during L2 writing and explore how those affective variables as well as their L2 learning abilities contribute to their success in L2 writing. A total of 85 university students learning English as a Foreign Language (EFL) at a private university participated in the study by filling out several questionnaires and taking a language aptitude test. The students were also asked to write an essay about a specific topic. Factor analytic results substantiated the construct validity of the L2 writing selves scales. In addition, reliability analyses confirmed the internal consistency of all the motivational, emotional, and cognitive measures. Two raters also graded the students’ essays both holistically and analytically in terms of complexity, accuracy, and fluency. To answer the research questions, a series of multiple regression were conducted. The results showed that the ideal L2 writing self positively predicted L2 writing joy, motivation, and achievement, whereas ought L2 writing self positively predicted L2 writing anxiety and motivation. Although both L2 writing enjoyment and anxiety predicted L2 writing motivation positively, L2 writing anxiety predicted L2 writing course grade negatively. Aptitude was also found as a positive predictor of L2 writing achievement. Considering the CAF measures, only ideal L2 writing self predicted the fluency. Overall, the findings provided a clear picture on the role of IDs in the development of L2 writing.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ddu&AN=ddu.oai.diginole.lib.fsu.edu.fsu_777748
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    Titles:
      – TitleFull: On the Role of Individual Differences in the L2 Writing Achievement
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: N/A
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
ResultId 1