Factors Explaining EFL Learners' Performance in a Timed Essay Writing Test: A Structural Equation Modeling Approach

The results of the comprehensive modeling using structural equation modeling (SEM) revealed L2 language knowledge as the most important predictor for L2 writing performance with all five variables explaining 70.4% of the variance in L2 writing performance. Further, a simultaneous multi-group SEM with high and low- L2 writing ability groups indicated that L2 writing performance was explained by the full model to a different degree for each group as well as to a different manner across the groups. Based on these findings, practical implications for EFL writing instruction, writing assessment, and research methodology were addressed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Yun, Youngmi

Contributors dc:contributor

• Davidson, Fred

• Education, Tests and Measurements

Language dc:language

eng

Identifier

(MiAaPQ)AAI3199191

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79881