The Roles of Individual Differences and Linguistic Features in EFL Argumentative Writing
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This study explores the roles of individual differences and linguistic features, as well as their combined impact, in elucidating second language (L2) argumentative writing performance. The participants consisted of 105 Korean English as a foreign language (EFL) students from a university in South Korea. Individual differences were assessed through L2 vocabulary knowledge, L2 reading comprehension, and L2 writing strategy use. Linguistic features encompassed lexical, syntactic, and cohesive aspects. Three multiple stepwise regression models were developed to predict L2 writing scores. The model incorporating individual differences variables revealed that higher-rated L2 argumentative writing was associated with elevated L2 vocabulary scores, increased utilization of self-structured L2 writing strategies, and decreased use of social and read-aloud revising strategies. The model involving linguistic features indicated that higher-rated L2 argumentative writing was related to a more diverse lexicon, greater repetition of content lemmas throughout the text, and the use of less concrete words. The combined model included predictors similar to both the individual differences and linguistic models, yet it explained the largest variance in L2 writing scores. The findings of this study underscore the significance of considering both individual differences and linguistic features together to gain a more comprehensive understanding of L2 argumentative writing.
Abstract
This study explores the roles of individual differences and linguistic features, as well as their combined impact, in elucidating second language (L2) argumentative writing performance. The participants consisted of 105 Korean English as a foreign language (EFL) students from a university in South Korea. Individual differences were assessed through L2 vocabulary knowledge, L2 reading comprehension, and L2 writing strategy use. Linguistic features encompassed lexical, syntactic, and cohesive aspects. Three multiple stepwise regression models were developed to predict L2 writing scores. The model incorporating individual differences variables revealed that higher-rated L2 argumentative writing was associated with elevated L2 vocabulary scores, increased utilization of self-structured L2 writing strategies, and decreased use of social and read-aloud revising strategies. The model involving linguistic features indicated that higher-rated L2 argumentative writing was related to a more diverse lexicon, greater repetition of content lemmas throughout the text, and the use of less concrete words. The combined model included predictors similar to both the individual differences and linguistic models, yet it explained the largest variance in L2 writing scores. The findings of this study underscore the significance of considering both individual differences and linguistic features together to gain a more comprehensive understanding of L2 argumentative writing.
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