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Article: Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments

TitleSecondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments
Authors
Issue Date2020
Citation
Reading and Writing, 2020 How to Cite?
AbstractThis 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 Identifierhttp://hdl.handle.net/10722/290691

 

DC FieldValueLanguage
dc.contributor.authorZhu, X-
dc.contributor.authorLi, GY-
dc.contributor.authorCheong, CM-
dc.contributor.authorYu, G-
dc.contributor.authorLiao, X-
dc.date.accessioned2020-11-02T05:45:45Z-
dc.date.available2020-11-02T05:45:45Z-
dc.date.issued2020-
dc.identifier.citationReading and Writing, 2020-
dc.identifier.urihttp://hdl.handle.net/10722/290691-
dc.description.abstractThis 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.languageeng-
dc.relation.ispartofReading and Writing-
dc.titleSecondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments-
dc.typeArticle-
dc.identifier.emailCheong, CM: cheongcm@hku.hk-
dc.identifier.authorityCheong, CM=rp02454-
dc.identifier.doi10.1007/s11145-020-10065-x-
dc.identifier.scopuseid_2-s2.0-85086356791-
dc.identifier.hkuros318532-

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