Examining Factors Affecting Complex versus Non-complex Task Performance of Korean EFL Writers
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The present study was designed to examine factors affecting complex and non-complex writing task performance. To this end, a series of multiple regression and SEM analyses were performed. Results of the multiple regression analyses demonstrate that students’ intrinsic writing motivation, macro or global writing strategy, and students’ perception of their teacher’s feedback styles significantly explained the proportion of variances associated with students’ complex writing task scores. None of these predictors, however, made a significant influence on the variation of students’ non-complex writing task scores. Instead, writing anxiety was found to be the only variable that showed a significant relation to students’ non-complex writing task scores. Subsequent SEM analyses confirmed that there existed a significant direct relationship between students’ complex writing task scores and intrinsic motivation, macro strategy, and students’ perception of a teacher’s constructive feedback. The results of the SEM analyses, however, were deviant from those of the multiple regression analyses in that writing anxiety was found to make a significant direct influence on both complex and non-complex writing task scores. Results of the present study were further discussed in terms of the pedagogical implications for the Korean EFL writing classrooms.
Abstract
The present study was designed to examine factors affecting complex and non-complex writing task performance. To this end, a series of multiple regression and SEM analyses were performed. Results of the multiple regression analyses demonstrate that students’ intrinsic writing motivation, macro or global writing strategy, and students’ perception of their teacher’s feedback styles significantly explained the proportion of variances associated with students’ complex writing task scores. None of these predictors, however, made a significant influence on the variation of students’ non-complex writing task scores. Instead, writing anxiety was found to be the only variable that showed a significant relation to students’ non-complex writing task scores. Subsequent SEM analyses confirmed that there existed a significant direct relationship between students’ complex writing task scores and intrinsic motivation, macro strategy, and students’ perception of a teacher’s constructive feedback. The results of the SEM analyses, however, were deviant from those of the multiple regression analyses in that writing anxiety was found to make a significant direct influence on both complex and non-complex writing task scores. Results of the present study were further discussed in terms of the pedagogical implications for the Korean EFL writing classrooms.
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