Explaining L2 Writing Performance through a Chain of Predictors: A SEM Approach

Gustilo, Leah; Magno, Carlo

doi:10.17576/3l-2015-2102-09

Cited by 9 publications

(10 citation statements)

References 23 publications

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“…In relation to this, Al-Sawalha and Chow's (2012) findings showed that learners' inabilities to perform their planning, editing and revising activities can be attributed to their lack of linguistic skill or vocabulary knowledge. This echoes Gustilo and Magno (2015) who reported that L2 learners' writing performance is directly dependent on their linguistic knowledge, hence urging teachers to put primary focus on this knowledge. Thus, it is evidently confirmed that inadequate linguistic knowledge or insufficient language competence negatively affect the quality of L2 writing on top of their English grades (Pae, 2018;Watcharapunyawong & Usaha, 2012).…”

Section: Introductionmentioning

confidence: 51%

ESL Learners’ Language Errors in a Reflective Writing Assessment

Hassan¹,

Nor²,

Rosly³

et al. 2019

ILS

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Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.

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Section: Introductionmentioning

confidence: 51%

ESL Learners’ Language Errors in a Reflective Writing Assessment

Hassan¹,

Nor²,

Rosly³

et al. 2019

ILS

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show abstract

“…coherence in organizing ideas, and fear of committing grammatical errors. As mentioned by Gustilo and Magno (2015) that writing in a second and foreign language is difficult; it is proven by the quality of the second language writing by the students is lowest than their first language writing. Moreover, Suwastini and Yukti (2017) mention that writing is very complicated because it involves the need to write grammatically so that these expressions can be understood for Indonesian students who learn English as a foreign language (EFL).…”

Section: Doimentioning

confidence: 99%

Process Approach in the Teaching of Writing for Undergraduate EFL Students

Setyawan¹,

Suwastini

Ratminingsih

2020

scr. j. j. linguist. engl. teach.

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Background: This research aimed to investigate the implementation of a process approach for EFL undergraduate students in a private university in Bali. Methodology: The present study involved one lecturer and thirty students enrolled in Paragraph Writing Class. Observations were conducted in twenty-eight meetings of the total meetings to reveal - that strategies of process approach were implemented in each of the stages of writing, namely, prewriting, drafting, editing, revising and, publishing. Findings: The lecturer implemented all nine strategies where seven strategies were optimally conducted and all ten strategies were implemented by the students, where nine strategies were optimally conducted during the editing stage. In the publishing operation, the instructor implemented three of three strategies, and students implemented three of three strategies. Conclusion: Strategies of process approach were implemented by the lecturer and the students during the Paragraph Writing Course. It is implied that in an implementation of a process approach in a writing class, the lecturer and the students need to work together in most of the stages to create a good writing process.

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“…Kui esialgu nähti parandamist omaette protsessina, siis hilisemas versioonis jõuti arusaamale, et teksti parandamine on käsitletav kogu kirjutamisprotsessina. Hayes'i mudel on leidnud rohket käsitlust kirjutamise uurimustes (nt Alamargot & Chanquoy 2001;Becker 2006;Spelman Miller jt 2008;Galbraith 2009;Baaijen 2012;Breuer 2014;Khuder & Harwood 2015;Gustilo & Magno 2015).…”

Section: Parandamisprotsessi Määratlus Kirjutamismudeli Seisukohastunclassified

Eesti keele kui teise keele kirjutamisprotsessi paranduste multidimensionaalne võrdlus keeleoskustasemeti

Pastuhhova¹

2016

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Explaining L2 Writing Performance through a Chain of Predictors: A SEM Approach

Abstract: Renewed calls for identifying other variables and validating previous models that

Cited by 9 publications

References 23 publications

ESL Learners’ Language Errors in a Reflective Writing Assessment

ESL Learners’ Language Errors in a Reflective Writing Assessment

Process Approach in the Teaching of Writing for Undergraduate EFL Students

Eesti keele kui teise keele kirjutamisprotsessi paranduste multidimensionaalne võrdlus keeleoskustasemeti

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