Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/90303
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Chinese and Bilingual Studies | en_US |
dc.creator | Zhu, X | en_US |
dc.creator | Li, GY | en_US |
dc.creator | Cheong, CM | en_US |
dc.creator | Wen, H | en_US |
dc.date.accessioned | 2021-06-15T09:04:44Z | - |
dc.date.available | 2021-06-15T09:04:44Z | - |
dc.identifier.issn | 1075-2935 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/90303 | - |
dc.language.iso | en | en_US |
dc.publisher | Elsevier | en_US |
dc.rights | © 2021 Elsevier Inc. All rights reserved. | en_US |
dc.rights | © 2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/. | en_US |
dc.rights | The following publication Zhu, X., Li, G. Y., Cheong, C. M., & Wen, H. (2021). Effects of L1 single-text and multiple-text comprehension on L2 integrated writing. Assessing Writing, 49, 10054 is available at https://dx.doi.org/10.1016/j.asw.2021.100546. | en_US |
dc.subject | Reading comprehension | en_US |
dc.subject | Integrated writing | en_US |
dc.subject | Reading-writing connection | en_US |
dc.subject | Cross-language transfer | en_US |
dc.title | Effects of L1 single-text and multiple-text comprehension on L2 integrated writing | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 1 | en_US |
dc.identifier.epage | 13 | en_US |
dc.identifier.volume | 49 | en_US |
dc.identifier.doi | 10.1016/j.asw.2021.100546 | en_US |
dcterms.abstract | Integrated writing entails synthesis of information and coordination of language skills. It constitutes an integral part of Hong Kong’s language curriculum at the secondary school level. This study explored the relationships between reading comprehension, including single-text and multiple-text comprehension, and integrated writing performance in Chinese (the students’ first language, L1) and English (their second language, L2). 322 students from four secondary schools participated in this study. The results of latent variable path analysis revealed that L1 single-text comprehension directly affected the ability to coordinate multiple texts in the same language. L1 reading comprehension was positively associated with L1 and L2 integrated writing. Cross-language transfer from L1 integrated writing to L2 was also observed with L1 reading comprehension playing a significant role in the transfer. The findings suggest that the ability to write from sources in L2 could capitalize on the ability that have already acquired in L1. This study contributed to existing literature by substantiating the cross-language connection between reading and writing in integrated writing. It also supports the adoption and early implementation of integrative pedagogy of reading and writing to better facilitate the development of L2 integrated writing competence. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Assessing writing, July 2021, v. 49, 100546, p. 1-13 | en_US |
dcterms.isPartOf | Assessing writing | en_US |
dcterms.issued | 2021-07 | - |
dc.identifier.eissn | 1873-5916 | en_US |
dc.identifier.artn | 100546 | en_US |
dc.description.validate | 202106 bcwh | en_US |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | a0929-n02 | - |
dc.description.fundingSource | RGC | en_US |
dc.description.fundingText | The study reported in this article was built upon a research project funded by the Research Grants Council of Hong Kong (reference no. 15640416). | en_US |
dc.description.pubStatus | Published | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Zhu_Effects_L1_single.pdf | Pre-Published version | 1.05 MB | Adobe PDF | View/Open |
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