The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing

• Published in: Journal of Asia TEFL 2015-06, Vol.12 (2)
• Main Authors: Oh, Eunjou, Chong Min Lee, Moon, Young-in
• Format: Article
• Language: English
• Subjects: College English; College students; English (Second Language); English as a second language; English as a second language learning; Essays; Foreign language instruction; Individual differences; Knowledge; Korean language; Language Processing; Linguistics; Second language learning; Second language writing; Second language writing instruction; Self Efficacy; Student writing; Syntactic processing; Writing Instruction
• ISSN: 1738-3102; 2466-1511

The present study explored the relative contributions of planning, L2 linguistic knowledge and individual differences to Korean EFL students' argumentative essays. Seventy-two university students enrolled in college English writing courses participated in this study throughout one semester. The components of planning, L2 linguistic knowledge and individual differences were identified and measured, and their relationships to the quality of L2 writing were examined. The factors that made a significant contribution to L2 writing were found to be participants' ability to recognize good L2 essays and the quality of content of the outline in planning (21.4% explanatory power); grammar, productive vocabulary and sentence processing speed in L2 linguistic knowledge (42.7%); and eight items from the self-efficacy, strategy, and motivation questionnaires in individual differences (44.8%). When common effects were controlled for, the independent contributions of planning, L2 linguistic knowledge and individual differences to the quality of L2 writing were 7.2%, 14.1% and 16.3%, respectively. Based on the relative contributions of the three factors that are involved in L2 writing, pedagogical implications for L2 classrooms are provided.