Results 11 to 20 of about 33,170 (291)

Critical Thinking, Writing Strategy Use, L2 Writing Anxiety and L2 Writing Performance: What are the Relations? [PDF]

Journal of English Language Teaching and Learning, 2020
The present study examined relationships among critical thinking, writing strategy use, second/foreign language (L2) writing anxiety, and L2 writing performance of Iranian English as a foreign language (EFL) learners.
Elahe Saedpanah, Mohammad Hadi Mahmoodi
doaj   +3 more sources

Genric Differentiation in the Relationship between L2 Vocabulary Knowledge and Writing Performance [PDF]

Journal of Modern Research in English Language Studies, 2021
In cognitive process theories of L2 writing, the rich lexical knowledge plays a key role in facilitated writing performance. Therefore, the inquiry into the relationship between aspects of vocabulary knowledge and writing performance can proffer ...
Davoud Amini , Zahra Iravani
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L2 writing anxiety, working memory, and task complexity in L2 written performance

Journal of Second Language Writing, 2023
Building on the Attentional Control Theory proposed by Eysenck et al. (2007), this study aims to investigate the potential effect of L2 writing anxiety on the syntactic complexity of English learners' written texts by accounting for working memory as a ...
Kutay Uzun, Uzun, Kutay, Guvendir, Emre, Emre Güvendir   +3 more
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Future L2 writing selves and EFL writing achievement: the mediating role of writing enjoyment and boredom [PDF]

Frontiers in Psychology
IntroductionSecond language (L2) writing is not only a cognitive activity but also an emotionally involving process. However, the joint influence of motivational self-guides and achievement emotions on L2 writing outcomes remains underexplored in Asia ...
Jie Pan, Jie Pan, Huimei Chen, Huimei Chen   +3 more
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The predictive effects of individual difference factors on L2 writing complexity, accuracy, and fluency [PDF]

Frontiers in Psychology
Drawing on the control-value theory and the individual-environmental model of writing, this study investigated the predictive effects of various individual difference factors (i.e., L2 writing grit, enjoyment, anxiety, motivation, and working memory) on ...
Zihan Gao, Zihan Gao
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PLANNING AND WORKING MEMORY EFFECTS ON L2 PERFORMANCE IN CHINESE EFL LEARNERS’ ARGUMENTATIVE WRITING

Indonesian Journal of Applied Linguistics, 2015
With the guidance of Skehan’s cognitive model of L2 performance and Kellogg’s model of working memory in writing, the present study explored the effects of planning and working memory on L2 performance in Chinese EFL learners’ argumentative writings. The
Baoshu Yi, Chuanbi Ni
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Cognitive Demands and Emotional Responses in L2 Writing: How Task Complexity and Task-Specific Emotions Shape Learners’ Performance [PDF]

Behavioral Sciences
This study examined the complex relationships among task complexity, task-specific emotions, and learners’ L2 writing performance. Sixty-one Chinese EFL learners were divided into two groups and completed two writing tasks in a counterbalanced order ...
Yue Wang, Yunmei Sun, Wen Ke
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Learner Engagement and Writing Performance in Assessment as Learning L2 Writing

Languages
While previous studies on assessment as learning (AaL) in second language (L2) writing have mainly focused on writing teachers’ practices and perceptions of AaL, scant research has examined the relation between students’ engagement and writing ...
Lu Wang
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Exploring L2 writers’ collaborative revision interactions and their writing performance [PDF]

System, 2014
Over the last few decades, researchers and practitioners have acknowledged the social aspects of language learning. This study drew on Vygotsky’s sociocultural learning theory to investigate EFL students’ interactional dynamics during a collaborative ...
A Memari Hanjani (21848510), L Li (4699549)   +1 more
core   +3 more sources

Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach

Scientific Reports
Previous research has indicated that writing performance of foreign/second language (L2) learners is influenced by their utilization of self-regulated writing strategies.
Cunying Fan, Juan Wang
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