Background
There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.
Aims
This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.
Samples
We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.
Methods
We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.
Results
Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.
Conclusion
The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.
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