Development of EFL students’ mental models of writing and their effects on performance

Nicolás‐Conesa, Florentina; Larios, Julio Roca de; Coyle, Yvette

doi:10.1016/j.jslw.2014.02.004

Cited by 27 publications

(15 citation statements)

References 19 publications

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“…These two studies found that whether or not the participants took extra action (e.g., studying for TOEFLiBT) was a much stronger predictor of improvement in their L2 proficiency than a mere desire to improve. We thus defined and quantified the variable Action either as 0 (none) or 1 (some), even though this is not how motivation was identified in previous studies (e.g., Cumming, ; Nicolás–Conesa, Roca de Larios, & Coyle, ).…”

Section: Methodsmentioning

confidence: 99%

Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective

Sasaki

Mizumoto

Murakami

2018

The Modern Language Journal

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This study adopts Oxford's (2017) definition of language learning strategies (LLS) framed by self‐regulation theory and explores the longitudinal development in the use of three second language (L2) writing strategies (global planning, local planning, L1‐to‐L2 translation) by Japanese university students as it interacts with cognitive, affective, and environmental variables. The study is innovative in its use of a comprehensive, theoretically supported definition of LLSs, a long observation period, and its use of an explanatory sequential mixed methods design. Mixed effects modeling, which provides the main statistical analysis, enabled us to simultaneously investigate the participants’ strategy use at both group and individual level while relating these findings to the participants’ emic data from a self‐regulation perspective. The results reveal that (a) developmental trajectories in LLS use were differentially affected by other cognitive and environmental factors at both group and individual level, (b) the self‐regulation perspective was useful in explaining the systematicity and individuality observed in the developing use of the three strategies, and (c) students’ motivation related to study abroad experiences may be a key factor in understanding such trajectories.

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Section: Methodsmentioning

confidence: 99%

Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective

Sasaki

Mizumoto

Murakami

2018

The Modern Language Journal

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“…Reading and feedback occasionally play a prominent role in reading comprehension and writing revision, including weighing the role of vocabulary and characteristics of the writing style, and grasping of sentence structure ( Deane et al, 2008 ). Usually, students must write according to the written materials they read and must create a mental model for the writing task ( Nicola’s-Conesa, 2012 ), which itself could warrant careful reading of the instructions or the original materials. To better complete the writing task, students mobilize their internal mental model to read articles till the time of writing ( Hayes et al, 1987 ).…”

Section: Discussionmentioning

confidence: 99%

Interplay Between Reading and Writing Under Different Teaching Models: A Study Based on Chinese Learning by China’s Ethnic Minorities

2020

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Introduction: The relationship between reading and writing has been comprehensively explored from different perspectives. The following three theories and hypothesis could elucidate the relationship: reading→writing, writing→reading; and reading↔writing. In China, the teaching models of school influence the Chinese language learning of students in ethnic minority areas. Although language teaching can take various forms, this study selects two teaching models (S1: the traditional teaching model; S2: the complete Chinese teaching model) that can broadly represent Chinese minority schools. Primarily, this study aims to investigate the impact of different teaching models on the interplay between Chinese reading and writing ability of China's minority students. Second, this study aims to explore gender differences in the relationship between reading and writing in two different teaching models. Methods: As the cross-lagged model is suitable for a longitudinal study of the data collected from multiple time waves and explore the causal relationship between variables. We enrolled 3869 Chinese ethnic minority fourth-to sixth-grade students from 126 schools and collected data for three waves. This study mainly achieves the two aims mentioned above through the cross-lagged design. Results: Results reveal that: (1) the complete Chinese teaching model is more effective than the mixed teaching model in stimulating the interaction relationship between reading and writing; (2) in the mixed teaching model, boys did not exhibit a significant effect of reading on writing, but only the effect of writing on reading, whereas girls exhibited the interaction between reading and writing; in the complete teaching model, there are gender differences in the relationship between reading and writing, however, with the development of time, the interaction between boys and girls in reading and writing becomes more robust, demonstrating that similar development trend in boys' and girls' interaction between reading and writing. Conclusion: The implication of these results is that: (1) the interactive relationship between reading and writing is developed in both teaching models; (2) there are some gender differences in the relationship between reading and writing in each teaching model.

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“…Whereas some studies on L2 writing report significant differences among proficiency levels and gradual improvement in holistic scores and in accuracy, grammatical and lexical complexity (e.g. Larsen-Freeman, 2006;Tedick, 1990), a number of studies fail to show such an improvement (e.g., Knoch et al, 2014Knoch et al, , 2015Nicolás-Conesa et al, 2014). Contrasting results are also obtained in error development: whereas some studies found out a linear error development (e.g.…”

Section: Studymentioning

confidence: 91%

Study of accuracy and grammatical complexity in EFL writing

Lahuerta

2018

ijes

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The present study seeks to compare the writing products of EFL undergraduates using as measures accuracy and grammatical complexity. It also intends to describe the evolution of the morphological and syntactic errors as English is used by learners. A total of 100 learners of English as a foreign language participated in the study. They were divided into two groups according to their Oxford Placement Test score: group A was formed by 36 advanced students; and group B was made up of 64 upper intermediate students. Compositions were collected as the basis of this study. Results show that upper intermediate students exhibited a higher error mean in each of the error categories, namely, grammatical morphemes, lexical choice and syntax, as well as punctuation and spelling. However, an analysis of variance shows the differences between groups to be significant only in spelling errors and in punctuation errors.

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Development of EFL students’ mental models of writing and their effects on performance

Cited by 27 publications

References 19 publications

Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective

Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective

Interplay Between Reading and Writing Under Different Teaching Models: A Study Based on Chinese Learning by China’s Ethnic Minorities

Study of accuracy and grammatical complexity in EFL writing

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