Writing Knowledge and Writing Performance of Undergraduate Students

Indra Perdana(1), Joni Bungai(2), Wardani Dwi Wihastyanang(3), Ralph Hery Budhiono(4*), Valentina Lovina Tanate(5),

(1) Universitas Palangka Raya
(2) Universitas Palangka Raya
(3) STKIP PGRI Jombang
(4) Balai Bahasa Provinsi Kalimantan Tengah
(5) Balai Bahasa Provinsi Kalimantan Tengah
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v7i2.40041

Abstract


This paper describes an investigation about the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills.

Keywords


foreign language learning; L2 writing; undergraduate students; writing knowledge; writing performance

Full Text:

PDF

References


Andringa, S., Olsthoorn, N., van Beuningen, C., Schoonen, R., & Hulstijn, J. (2012). Determinants of Success in Native and Non-Native Listening Comprehension: An Individual Differences Approach. Language Learning, 62(2), 49–78. https://doi.org/10.1111/j.1467-9922.2012.00706.x

Beers, S. F., & Nagy, W. E. (2011). Writing development in four genres from grades three to seven: syntactic complexity and genre differentiation. Reading and Writing, 24(2), 183–202. https://doi.org/10.1007/s11145-010-9264-9

Berry, J. L. (2001). The effects of content knowledge on the organization and supporting details in high school students’ expository writing. University of Maryland.

Bogaards, P. (2000). Testing L2 Vocabulary Knowledge at a High Level: the case of the Euralex French Tests. Applied Linguistics, 24, 490–516. https://doi.org/10.1093/applin/21.4.490

Bowker, N. (2007). Academic writing: A guide to tertiary level writing (Lecture handout).

Brown, H. D. (2000). Principles of language learning and teaching. San Fransisco: Addison Wesley-Longman.

Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). New York: Pearson-Longman.

Cook, V., & Bassetti, B. (Eds.). (2005). Second Language Writing Systems. Multilingual Matters. https://doi.org/10.21832/9781853597954

Cumming, A. (1986). Intentional Learning as a Principle for ESL Writing Instruction: A Case Study. TESL Canada Journal, 3, 69. https://doi.org/10.18806/tesl.v3i0.995

Devitt, A. J. (2004). Writing Genres. Carbondale: Southern Illinois University Press.

Englert, C. S., Raphael, T. E., & Anderson, L. M. (1992). Socially mediated instruction: Improving students’ knowledge and talk about writing. Elementary School Journal, 92, 411–449. https://doi.org/10.1086/461700

Esmaeili, H. (2000). The effects of content knowledge from reading on adult ESL students’ written compositions in an English Language Test using reading and writing modules. University of Toronto.

Gillespie, A., & Graham, S. (2014). A Meta-Analysis of Writing Interventions for Students With Learning Disabilities. Exceptional Children, 80(4), 454–473. https://doi.org/10.1177/0014402914527238

Gutiérrez, X. (2012). Implicit knowledge, explicit knowledge, and achievement in second language Spanish. The Canadian Journal of Applied Linguistics, 15(1), 20–41.

He, L., & Shi, L. (2012). Topical knowledge and ESL writing. Language Testing, 29(3), 443–464. https://doi.org/10.1177/0265532212436659

Hunt, D. P. (2003). The concept of knowledge and how to measure it. Journal of Intellectual Capital, 4(1), 100–113. https://doi.org/10.1108/14691930310455414

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8

Javidnia, A., & Mahmoodi, K. (2015). The relationship between metalinguistic knowledge (syntax) and Iranian intermediate EFL learners’ writing performance. International Journal of Educational Investigations, 2(1), 103–120.

Kaplan, R. B. (1966). Cultural Thought Patterns in Inter-Cultural Education. Language Learning, 16(1–2), 1–20. https://doi.org/10.1111/j.1467-1770.1966.tb00804.x

Khamesipour, M. (2015). The Effects of Explicit and Implicit Instruction of Vocabulary through Reading on EFL Learners’ Vocabulary Development. Theory and Practice in Language Studies, 5(8), 1620. https://doi.org/10.17507/tpls.0508.11

Lu, W. J. (2006). Relationship between metacognitive strategies and English writing. Foreign Languages and Their Teaching, 9.

Lutviana, R., Kadarisman, E. A., & Laksmi, D. E. (2014). Correlation Between Lexical Richness and Overall Quality of Argumentative Essays Written by English Department Students. Education Journal of Social Sciences, 3(1). http://journal.um.ac.id/index.php/jph/article/view/4827

Nazari, N. (2013). The Effect of Implicit and Explicit Grammar Instruction on Learners’ Achievements in Receptive and Productive Modes. Procedia - Social and Behavioral Sciences, 70, 156–162. https://doi.org/10.1016/j.sbspro.2013.01.051

Olinghouse, N. G., & Leaird, J. T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z

Olinghouse, N. G., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing, 26(1), 45–65. https://doi.org/10.1007/s11145-012-9392-5

Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing. New York: Pearson Education.

Read, J. (1993). The development of a new measure of L2 vocabulary knowledge. Language Testing, 10(3), 355–371. https://doi.org/10.1177/026553229301000308

Roche, T., & Harrington, M. (2013). Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting. Language Testing in Asia, 3(1), 12. https://doi.org/10.1186/2229-0443-3-12

Roehr, K. (2007). Metalinguistic Knowledge and Language Ability in University-Level L2 Learners. Applied Linguistics, 29(2), 173–199. https://doi.org/https://doi.org/10.1093/applin/amm037

Saddler, B., & Graham, S. (2007). The relationship between writing knowledge and writing performance among more and less skilled writers. Reading and Writing Quarterly, 23, 231–247. https://doi.org/10.1080/10573560701277575

Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.

Silva, T. (1993). Towards an understanding of the distinct nature of l2 writing: The ESL research and its implication. TESOL Quarterly, 27(4), 657–677. https://doi.org/10.2307/3587400

Surat, S., Rahman, S., Mahamod, Z., & Kummin, S. (2014). The Use of Metacognitive Knowledge in Essay Writing among High School Students. International Education Studies, 7(13). https://doi.org/10.5539/ies.v7n13p212

Vun, J. L. Y., & Chu, A. W. S. (2017). The Relationship between Leisure Reading Habits, Vocabulary, and Writing of English Language Learners (ELLs). Language Education in Asia, 8(2), 157–175. https://doi.org/10.5746/LEiA/17/V8/I2/A03/Vun_Chu

Xinghua, L. (2010). An investigation of Chinese university EFL learners’ knowledge about writing (No. 2; Language Studies Working Papers).

Yang X.H., & Zhang, W. P. (2002). The correlation between metacognition and EFL reading comprehension of Chinese college students. Foreign Language Teaching and Research, 34(3), 213–218.


Article Metrics

Abstract view : 753 times | PDF view : 452 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.