Literaturnachweis - Detailanzeige
| Autor/inn/en | Ye, Wei; Ren, Wei |
|---|---|
| Titel | Toward a Better Understanding of Skill Integration in Integrated Writing: A Structural Equation Modeling Study of EFL Secondary Learners' Test Performance |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 10, S.2739-2762 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Ye, Wei) ORCID (Ren, Wei) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-023-10419-1 |
| Schlagwörter | English (Second Language); Second Language Learning; Writing Evaluation; Writing Skills; Writing Achievement; Secondary School Students; Grammar; Reading |
| Abstract | Integrated writing has gained importance in both tertiary and secondary learning contexts. However, assessment tasks at secondary schools have received little attention. To obtain evidence of skill integration, a task-defining feature for integrated writing, we developed a comprehensive questionnaire study of an understudied task used in the secondary EFL context, namely, the story continuation writing task. An exploratory factor analysis of 258 secondary students' responses to a self-generated questionnaire and a confirmatory factor analysis of another 470 responses to a revised questionnaire revealed a correlated structure of planning, writing, grammar, and a secondary-order factor reading-to-connect comprising "reading and selecting" and "transformation". The structure model showed that writing affected test performance directly and positively, and grammar and reading-to-connect mediated the impact of planning on writing. The findings indicate that the story continuation writing task is a content-responsible task tapping heavily into writing. The skill integration continuum is proven to be a useful framework for understanding the integrated writing construct. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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