Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

Abstract

In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers' performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to examine the difference between the effects of reading competence and listening competence on integrated writing performance. A total of 152 Secondary 5 students from five local schools in Hong Kong responded to three tasks, including an independent listening task, an independent reading task and an integrated writing task. The reading cognitive skills contributed more towards the performance of the integrated writing task than the listening cognitive skills did. Furthermore, the interaction between the relationships of reading and listening to the integrated writing performance was significant. Three subskills each for both listening and reading that belong to higher-order thinking skills-Elaborating, Evaluating and Creatinghad significant correlation with integrated writing performance. Implications for the teaching of integrated writing were also discussed. Keywords Integrated writing, Reading process, Listening process, Cognitive skill, Chinese language as L1 This study forms a part of a larger ongoing project aimed at exploring the cognitive process of Hong Kong secondary students in processing integrated writing tasks.

How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students

“…Similarly, successful writers can use dictionaries and thesauruses, they enjoy writing, and they find it convenient to describe what they say. Past literature, for example, indicated that cognitive reading skills have much effect on the performance of the student and are essential in performing the combined writing assignment than cognitive listening skills (Cheong et al, 2018). The advanced error factor seems more responsible than the essential error factor for reading, writing, and oral language skills (Choi et al, 2017).…”

The CORRELATION BETWEEN PRODUCTIVE AND RECEPTIVE LANGUAGE SKILLS: AN EXAMINATION ON ADFELPS TEST SCORES

“…listening and reading as the receptive skills and Speaking and Writing as the productive skills are correlated. There has been a substantial amount of work that scrutinizes the connection between receptive and expressive language skills (Cheong, Zhu, & Liao, 2018;Pignot-Shahov, 2012;Anderson & Briggs, 2011;Tavares, 1990;Davies 1976). They all agreed that even though distinctions are made among language skills, for example, processing language input versus producing language output, yet the language construct is not separated.…”

From Choice to Performance in Secondary Schools: Evidence from a Disadvantaged Setting in Italy

“…The decision about choosing a secondary school can be influenced by a number of socio-demographic factors, such as gender, family background, family wealth, future expectations about education, labour market expectations and individuals’ characteristics. In the first stage, the agent decided their educational path as driven by their socio-demographic background (Cunha et al 2006 ; Ripamonti and Barberis 2018 ; Vittadini et al 2021 ), economic motivation (Van Uden et al 2014 ; Kearney and Levine 2014 ), as well as their perceived cognitive skills (Retelsdor et al 2011 ; Cheong et al 2018 ; Sawaki et al 2013 ). Several studies have found that non-cognitive skills, perceived cognitive skills, personal commitment and student engagement are precursors of learning, and they significantly impact students’ school performance (Denham et al 2012 ; Van Uden et al 2014 ; Wurdinger and Quereschi 2015 ).…”

“…Several studies assessed the impact of cognitive skills such as reading performance (Retelsdor et al 2011 ) and listening and writing (Cheong et al 2018 ; Sawaki et al 2013 ) on student motivation. Cheong et al ( 2018 ) found that cognitive reading skills contribute to performance more than cognitive listening . The study showed that three cognitive skills, elaborating , evaluating and creating , significantly correlated with integrated writing.…”