Comparing writing process and product across two languages: A study of 6 Singaporean university student writers

Pennington, Martha C.; So, Sufumi

doi:10.1016/1060-3743(93)90005-n

Cited by 79 publications

(77 citation statements)

References 16 publications

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“…The result supports Cummins' (1979) Linguistic Threshold Hypothesis which states that a minimum threshold in L2 proficiency must be passed before L2 learners can reap any benefits from L1.The finding is consistent with the results of the study of Sasaki and Hirose (1996). Also it is congruent with other similar studies which examined the relationship between L2 writing skills and L2 proficiency (e.g., Pennington & So, 1993;Ito, 2004 …”

Section: Theory and Practice In Language Studies 1369supporting

confidence: 83%

The Interrelationship among L1 Writing Skills, L2 Writing Skills, and L2 Proficiency of Iranian EFL Learners at Different Proficiency Levels

Marzban

Jalali

2016

TPLS

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Abstract-This research aimed to investigate the interrelationship among L1 writing skills, L2 writing skills, and L2 proficiency of Iranian English language learners at different proficiency levels. To this aim, two groups of advanced and lower-intermediate participants consisting of twenty learners were asked to write on the same topic in Persian and English in one week interval. Subsequently, the compositions were evaluated based on Jacob Composition Profile (1981). Then, the Pearson product-moment correlation was calculated to examine the correlation between the compositions' overall scores in Persian and English in both groups. To determine which variables, L1 writing skills or L2 proficiency, is a more significant predictor of L2 writing at these different proficiency levels, and investigate the difference between them, multiple regression analysis was calculated. The results displayed large correlation between compositions' overall scores in advanced group, but not in lower-intermediate group. Also, L1 writing was a more significant predictor at advanced level; however, at lower-intermediate level, L2 proficiency was a more significant predictor of L2 writing. These findings entail some pedagogical implications for effective language teaching in L2 writing classes.

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Section: Theory and Practice In Language Studies 1369supporting

confidence: 83%

The Interrelationship among L1 Writing Skills, L2 Writing Skills, and L2 Proficiency of Iranian EFL Learners at Different Proficiency Levels

Marzban

Jalali

2016

TPLS

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“…An introduction to the think-aloud while composing concept was provided for the subjects as used in previous EFL studies (e.g., Arndt, 1987;Pennington and So, 1993;Raimes, 1985Raimes, , 1987. The subjects listened to others who had been audio recorded during a reading task in order to guess the meaning of some unknown words.…”

Section: Methodsmentioning

confidence: 99%

A Think-aloud Protocols Investigation of Saudi English Major Students’ Writing Revision Strategies in L1 (Arabic) and L2 (English)

Alhaisoni¹

2012

ELT

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This study investigates the writing revision strategies used by 16 Saudi English as foreign language (EFL) students. Two research methods were employed. First, think-aloud reporting was used to gain insightinto the thought processes utilized by the students, and to study the revision strategies that Saudi maleuniversity students make use of while writing compositions in L1 Arabic and L2 English. Second, a semi-structured interview was conducted with the aim of supporting the think-aloud data. Analysis of the think-aloud sessions and the interviews revealed that most of the time, strategies were used more frequently when students wrote in English rather than when they wrote in Arabic. In addition, it was found thatin general, specific strategies used when writing in Arabic were also used when writing and vice versa.

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“…Several studies could be mentioned in support of the claim that L2 proficiency exerts an effect on L2 writing ability (Whalen & Menard, 1995;Sasaki, 2000;Woodall, 2002;Cheng, 2003) and accordingly on the quality of written paragraphs (Pennington & So, 1993;Rowshan Zamir, 1995;Sasaki & Hirose, 1996;Ryu, 1997;Cheng, 2003). These studies underline the importance of acquiring a certain threshold level of L2 proficiency in order to utilize effective writing strategies required for creating well organized paragraphs.…”

Section: Discussion Implications and Conclusionmentioning

confidence: 99%

Paragraph Boundaries: Examining Identification and Production Performance of Iranian EFL Learners

Rasekh¹,

Toluei²

2009

ELT

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This study investigates the effect of Iranian EFL students' proficiency level on their ability in identifying paragraph boundaries of unparagraphed expository texts and in producing paragraph boundaries in their own L2 expository writings. Further, this study seeks the correlation between advanced and intermediate learners' ability to identify and produce paragraph boundaries. On the basis of their scores on the general proficiency test of Michigan, intermediate and advanced EFL students studying in the English department of University of Isfahan participated in receptive and productive tasks. The results of data analysis indicate that proficiency is connected with paragraph perception, a fact more observable in productive performance; at advanced levels, students seem to be more skillful in the appropriate boundary placement. Moreover, identification performance has a positive medium correlation with production in the case of both advanced and intermediate groups of EFL learners.

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Comparing writing process and product across two languages: A study of 6 Singaporean university student writers

Cited by 79 publications

References 16 publications

The Interrelationship among L1 Writing Skills, L2 Writing Skills, and L2 Proficiency of Iranian EFL Learners at Different Proficiency Levels

The Interrelationship among L1 Writing Skills, L2 Writing Skills, and L2 Proficiency of Iranian EFL Learners at Different Proficiency Levels

A Think-aloud Protocols Investigation of Saudi English Major Students’ Writing Revision Strategies in L1 (Arabic) and L2 (English)

Paragraph Boundaries: Examining Identification and Production Performance of Iranian EFL Learners

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