Effects of L1 Writing Experiences on L2 Writing Perceptions: Evidence From an English as a Foreign Language Context

An evaluation of the English Placement Writing Test using students' self-assessments and instructors' judgments

“…This was especially true for the interviewed transfer students (two out of eleven 101B students and three out of fifteen 101C students) who had completed their first-year composition courses at other institutions. The current findings differ from the findings of Saeli and Cheng (2019) or Ismail (2011) who discovered that undergraduate EFL students who were motivated in developing their academic writing skills were more likely to positively self-evaluate their writing than those who lacked such motivation or former academic writing experience. Instead, the current study showed that many 101B and 101C students judged their overall academic writing skills to be sufficient for pursuing their undergraduate degrees in the U.S. regardless of their placement, level of motivation, or academic writing experience.…”

“…While Saeli and Cheng (2019) and Ismail (2011) share similar findings, their studies were conducted in EFL contexts with a homogeneous group of L1 speakers. Similarly, with Torres et al's (2020) study, the authors had only interviewed HLLs to determine their perceived Spanish writing ability.…”

“…While several studies support this argument, few recent studies reveal how L2 writers perceive their overall academic writing in English. Saeli and Cheng (2019) and Ismail (2011), for example, found that L1 writing proficiency, educational background, and learning experience can all contribute to students' perceptions of their own L2 academic writing. A student who finds communicative value in mastering academic writing (besides earning good grades and high test scores), and has received good writing instruction in both the L1 and L2, is more likely to evaluate his/her writing ability more positively than might one who fails to see any value in writing academically or lacks proper academic writing experience.…”

“…The degree to which students perceive that their academic writing in English is good Ismail, 2011;Saeli & Cheng, 2019;Torres et al, 2020 Table 2.1. (continued)…”

Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions

“…The English education system in Iran, as Farhady, Hezaveh, and Hedayati suggesed, usually influences the perceptions of both teachers and students about various aspects of English teaching and learning (e.g., L2 writing). Specifically, Saeli and Cheng (2019) showed that Iranian EFL learners' first language (L1) writing experiences are significant determiners of their perceptions about L2 writing. Given this strong influence of the educational system on Iranian teachers and students about various aspects of English learning, the Iranian EFL context in general and Iranian teachers and students' perceptions about English language learning in particular deserve a closer look.…”