ERIC Number: EJ1396935
Record Type: Journal
Publication Date: 2023
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: EISSN-1573-0905
Toward a Better Understanding of Skill Integration in Integrated Writing: A Structural Equation Modeling Study of EFL Secondary Learners' Test Performance
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.
Descriptors: English (Second Language), Second Language Learning, Writing Evaluation, Writing Skills, Writing Achievement, Secondary School Students, Grammar, Reading
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A