A Structural Model for Korean EFL Students’ Writing Performance
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참고문헌
키워드
초록
The current investigation performed a series of model testings with Structural Equation Modeling (SEM) to illuminate potential factors that were predictive of Korean students’ EFL writing performance. In view of previous literature, seven factors (i.e., L1 writing ability, cognitive knowledge, positive attitude, perceived English proficiency, free reading, free writing, and writing apprehension) were hypothesized to be related to students’ EFL writing performance either directly or indirectly. Results of the present study showed that Korean students’ EFL writing performance was directly influenced by students’ L1 writing ability, cognitive knowledge of L2 writing, and practice in free writing. The present study also evidenced that positive attitude toward writing was indirectly related to EFL writing performance via free writing, as hypothesized. Contrary to expectation, however, free reading and perceived English proficiency were found to be only indirectly linked to EFL writing performance. The indirect relation of students’ EFL writing performance to free reading and perceived English proficiency was mediated by free writing. Pedagogical implications are discussed in order to address these findings in relation to instructional activities in the Korean EFL writing classroom.
Abstract
The current investigation performed a series of model testings with Structural Equation Modeling (SEM) to illuminate potential factors that were predictive of Korean students’ EFL writing performance. In view of previous literature, seven factors (i.e., L1 writing ability, cognitive knowledge, positive attitude, perceived English proficiency, free reading, free writing, and writing apprehension) were hypothesized to be related to students’ EFL writing performance either directly or indirectly. Results of the present study showed that Korean students’ EFL writing performance was directly influenced by students’ L1 writing ability, cognitive knowledge of L2 writing, and practice in free writing. The present study also evidenced that positive attitude toward writing was indirectly related to EFL writing performance via free writing, as hypothesized. Contrary to expectation, however, free reading and perceived English proficiency were found to be only indirectly linked to EFL writing performance. The indirect relation of students’ EFL writing performance to free reading and perceived English proficiency was mediated by free writing. Pedagogical implications are discussed in order to address these findings in relation to instructional activities in the Korean EFL writing classroom.
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