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Article: Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments
Title | Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments |
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Authors | |
Keywords | Cross-linguistic facilitation Discourse synthesis skills Integrated writing assessment |
Issue Date | 2021 |
Publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://link.springer.com/journal/11145 |
Citation | Reading and Writing, 2021, v. 34, p. 49-78 How to Cite? |
Abstract | This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students’ overall integrated writing performance in Chinese, students’ first language, and English, their second language. Hierarchical regression analyses revealed that 63.6% of the variance in students’ overall Chinese integrated writing performance was accounted for by the three discourse synthesis skills, with connection and summarization contributed almost equally to the overall scores. In the English test, the three skills explained 47.9% of the variance. Cross-linguistic facilitation of the L1 discourse synthesis skills to the overall L2 integrated writing performance was observed, although the predictive strength of the three skills was comparatively low. Eye-tracking data together with subsequent stimulated-recall interviews illuminated the differences in students’ approaches to discourse synthesis. Findings of the study support the decisive role of discourse synthesis abilities in both L1 and L2 integrated writing assessments. Implications for writing instruction are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/290691 |
ISSN | 2023 Impact Factor: 2.0 2023 SCImago Journal Rankings: 1.138 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhu, X | - |
dc.contributor.author | Li, GY | - |
dc.contributor.author | Cheong, CM | - |
dc.contributor.author | Yu, G | - |
dc.contributor.author | Liao, X | - |
dc.date.accessioned | 2020-11-02T05:45:45Z | - |
dc.date.available | 2020-11-02T05:45:45Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Reading and Writing, 2021, v. 34, p. 49-78 | - |
dc.identifier.issn | 0922-4777 | - |
dc.identifier.uri | http://hdl.handle.net/10722/290691 | - |
dc.description.abstract | This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students’ overall integrated writing performance in Chinese, students’ first language, and English, their second language. Hierarchical regression analyses revealed that 63.6% of the variance in students’ overall Chinese integrated writing performance was accounted for by the three discourse synthesis skills, with connection and summarization contributed almost equally to the overall scores. In the English test, the three skills explained 47.9% of the variance. Cross-linguistic facilitation of the L1 discourse synthesis skills to the overall L2 integrated writing performance was observed, although the predictive strength of the three skills was comparatively low. Eye-tracking data together with subsequent stimulated-recall interviews illuminated the differences in students’ approaches to discourse synthesis. Findings of the study support the decisive role of discourse synthesis abilities in both L1 and L2 integrated writing assessments. Implications for writing instruction are discussed. | - |
dc.language | eng | - |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://link.springer.com/journal/11145 | - |
dc.relation.ispartof | Reading and Writing | - |
dc.rights | This is a post-peer-review, pre-copyedit version of an article published in [insert journal title]. The final authenticated version is available online at: https://doi.org/[insert DOI] | - |
dc.subject | Cross-linguistic facilitation | - |
dc.subject | Discourse synthesis skills | - |
dc.subject | Integrated writing assessment | - |
dc.title | Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments | - |
dc.type | Article | - |
dc.identifier.email | Cheong, CM: cheongcm@hku.hk | - |
dc.identifier.authority | Cheong, CM=rp02454 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s11145-020-10065-x | - |
dc.identifier.scopus | eid_2-s2.0-85086356791 | - |
dc.identifier.hkuros | 318532 | - |
dc.identifier.volume | 34 | - |
dc.identifier.spage | 49 | - |
dc.identifier.epage | 78 | - |
dc.identifier.isi | WOS:000539857300001 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 0922-4777 | - |