Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale

Abstract

Given the crucial role that student assessment literacy plays in the development of L2 writing, the present mixed-method study seeks to develop and validate a student writing assessment literacy (SWAL) scale to measure this key construct with learners across multiple languages. Interviews were first conducted and coded to partially inform the follow-up scale development. The scale was validated by using questionnaires. In analyzing the questionnaire data, factor analysis and structural equation modeling were utilized. Results showed that the developed scale had higher reliability and validity, and can be generalized across three language groups (English, French, and Japanese) in the higher education context. Further, SWAL significantly predicted positive engagement in the L2 writing context. Implications for L2 writing instruction are discussed in light of the findings.