A measure of EFL argumentative writing cognitive load: Scale development and validation

Abstract

Writing requires substantial cognitive processing; when writing, cognitive load emerges due to the limited working memory. Research has investigated cognitive load as an explanatory concept in L2 writing, although there are a few instruments for measuring. Accordingly, the present study aims to develop and validate the EFL Argumentative Writing Cognitive Load Scale. Initially, stimulated recall from 13 undergraduates’ cognitive load during a writing task was used to generate a pool of scale items. Subsequently, 685 undergraduate students participated, with 300 at the scale development stage and 385 at the validation stage. The final version of the scale contains 39 items assessing six dimensions: argumentation, organization, language expression, word spelling, introduction and conclusion writing and post-writing monitoring. Both exploratory and confirmatory factor analyses showed that the scale’s psychometric properties are acceptable. The scale enables writing researchers and teachers to better understand L2 learners’ writing process and deploy targeted intervention strategies to optimize writing cognitive load.