Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/90337
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorZhu, Xen_US
dc.creatorLi, GYen_US
dc.creatorCheong, CMen_US
dc.creatorYu, Gen_US
dc.creatorLiao, Xen_US
dc.date.accessioned2021-06-16T06:36:04Z-
dc.date.available2021-06-16T06:36:04Z-
dc.identifier.issn0922-4777en_US
dc.identifier.urihttp://hdl.handle.net/10397/90337-
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.rights© Springer Nature B.V. 2020en US
dc.rightsThis 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.en US
dc.subjectCross-linguistic facilitationen_US
dc.subjectDiscourse synthesis skillsen_US
dc.subjectIntegrated writing assessmenten_US
dc.titleSecondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessmentsen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage49en_US
dc.identifier.epage78en_US
dc.identifier.volume34en_US
dc.identifier.issue1en_US
dc.identifier.doi10.1007/s11145-020-10065-xen_US
dcterms.abstractThis 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.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationReading and writing, Jan. 2021, v. 34, no. 1, p. 49- 78en_US
dcterms.isPartOfReading and writingen_US
dcterms.issued2021-01-
dc.identifier.scopus2-s2.0-85086356791-
dc.description.validate202106 bcwhen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera0934-n11-
dc.identifier.SubFormID2171-
dc.description.fundingSourceRGCen_US
dc.description.fundingText15640416en_US
dc.description.pubStatusPublisheden_US
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