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Title: Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments
Authors: Zhu, X 
Li, GY
Cheong, CM
Yu, G
Liao, X
Issue Date: Jan-2021
Source: Reading and writing, Jan. 2021, v. 34, no. 1, p. 49- 78
Abstract: This 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.
Keywords: Cross-linguistic facilitation
Discourse synthesis skills
Integrated writing assessment
Publisher: Springer
Journal: Reading and writing 
ISSN: 0922-4777
DOI: 10.1007/s11145-020-10065-x
Rights: © Springer Nature B.V. 2020
This is a post-peer-review, pre-copyedit version of an article published in Reading and Writing. The final authenticated version is available online at: https://doi.org/10.1007/s11145-020-10065-x.
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