The Interrelationship among L1 Writing Skills, L2 Writing Skills, and L2 Proficiency of Iranian EFL Learners at Different Proficiency Levels

This research aimed to investigate the interrelationship among L1 writing skills, L2 writing skills, and L2 proficiency of Iranian English language learners at different proficiency levels. To this aim, two groups of advanced and lower-intermediate participants consisting of twenty learners were ask...

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Bibliographic Details
Published in:Theory and practice in language studies 2016-07, Vol.6 (7), p.1364
Main Authors: Marzban, Amir, Jalali, Faezeh Esmaeelnia
Format: Article
Language:English
Subjects:
Analysis
College Students
English (Second language)
English as a second language instruction
English language learners
English proficiency
Hypotheses
Language acquisition
Language Proficiency
Language Skills
Linguistics
Literacy
Multiple Regression Analysis
Persian language
Quality
Second Language Learning
Second language writing
Second language writing instruction
Skills
Student writing
Studies
Study and teaching
Teaching
University students
Writing instruction
Writing Skills
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Summary:This research aimed to investigate the interrelationship among L1 writing skills, L2 writing skills, and L2 proficiency of Iranian English language learners at different proficiency levels. To this aim, two groups of advanced and lower-intermediate participants consisting of twenty learners were asked to write on the same topic in Persian and English in one week interval. Subsequently, the compositions were evaluated based on Jacob Composition Profile (1981). Then, the Pearson product-moment correlation was calculated to examine the correlation between the compositions' overall scores in Persian and English in both groups. To determine which variables, L1 writing skills or L2 proficiency, is a more significant predictor of L2 writing at these different proficiency levels, and investigate the difference between them, multiple regression analysis was calculated. The results displayed large correlation between compositions' overall scores in advanced group, but not in lower-intermediate group. Also, L1 writing was a more significant predictor at advanced level; however, at lower-intermediate level, L2 proficiency was a more significant predictor of L2 writing. These findings entail some pedagogical implications for effective language teaching in L2 writing classes.
ISSN:1799-2591
2053-0692
DOI:10.17507/tpls.0607.05