The Role of Cognitive and Affective Factors in Measures of L2 Writing

Written Communication Jan 2018

The Role of Cognitive and Affective Factors in Measures of L2 Writing

Reza Zabihi University of Neyshabur

Abstract

This study investigates the direct and/or indirect effects of some cognitive (working memory capacity) and affective (writing anxiety and writing self-efficacy) variables on the complexity, accuracy, and fluency (CAF) of second language (L2) learners’ writings. To achieve this goal, 232 upper-intermediate English learners performed an automated version of a working memory capacity task (A-OSPAN) and a timed narrative writing task in L2. Furthermore, participants were asked to complete two self-report questionnaires. The proposed path model adequately fitted the data, and results of path analyses indicated the following: All three measures of L2 writing were directly predicted by learners’ writing self-efficacy; writing self-efficacy affected CAF indirectly through writing anxiety; the direct paths from writing anxiety to all measures of L2 writing were negatively significant; higher working memory spans directly predicted higher L2 writing scores regarding complexity and fluency, but negatively affected learners’ accuracy scores. Based on these findings, the author discusses techniques for enhancing learners’ writing self-efficacy, reducing their anxiety, and helping them make efficient use of working memory resources.

Journal: Written Communication
Published: 2018-01-01
DOI: 10.1177/0741088317735836
Open Access: Closed
Topics: multimodality multilingual writers affect and writing

Citation Context

Cited by in this index (1)

Zabihi et al. (2020)

Are Two Voices Better Than One? Comparing Aspects of Text Quality and Authorial…

Written Communication

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Written Communication
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Confidence and Competence in Writing: The Role of Self-Efficacy, Outcome Expect…

Research in the Teaching of English
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