The Role of Task Types and Reading Proficiency on Young English as a Foreign Language Learners' Writing Performances

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-12-20 DOI:10.1002/tesq.3286
Ching-Ni Hsieh
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Abstract

This study examined the role of writing task types and L2 reading proficiency on young English as a foreign language (EFL) learners' writing performances. The participants were 185 students (Grades 7 and 8) from Denmark, Finland, and the Netherlands. The students responded to a descriptive and an email writing tasks that assessed their writing ability. The written responses were scored holistically and analyzed for aspects of lexical sophistication, syntactic complexity, writing fluency, and idea development. The students were grouped into strong or emergent readers based on their performances on an English reading comprehension test. Results showed that the students' writing performances differed across task types and were associated with their reading proficiency. The students produced more unique and concrete words and more complex syntactic structures and wrote longer essays in the descriptive writing task. Strong readers outperformed the emergent readers in both tasks and in writing fluency and idea development. Findings corroborate previous research on the connection between reading and writing skills and highlight the importance of strengthening young EFL learners' reading skills to support their writing development.
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任务类型和阅读能力对幼儿英语作为外语学习者写作表现的影响
本研究探讨了写作任务类型和第二语言阅读能力对青少年英语作为外语(EFL)学习者写作表现的影响。研究对象是来自丹麦、芬兰和荷兰的 185 名学生(7 年级和 8 年级)。学生们回答了一项描述性写作任务和一项电子邮件写作任务,以评估他们的写作能力。对学生的书面回答进行了综合评分,并从词汇复杂性、句法复杂性、写作流畅性和构思发展等方面进行了分析。根据学生在英语阅读理解测试中的表现,将他们分为强阅读者和初阅读者。结果表明,学生在不同任务类型中的写作表现各不相同,并与他们的阅读能力相关联。在描写性写作任务中,学生能写出更多独特、具体的词语和更复杂的句法结构,并能写出更长的文章。在这两项任务中,阅读能力强的学生在写作流畅性和构思方面都优于初学阅读的学生。研究结果证实了以往关于阅读与写作技能之间联系的研究,并强调了加强年轻英语语言学习者的阅读技能以支持其写作发展的重要性。
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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