324
Views
1
CrossRef citations to date
0
Altmetric
Articles

Using the Simple View of Writing for Explaining English L2 Writing Variation

ORCID Icon & ORCID Icon
Pages 523-540 | Received 15 Sep 2022, Accepted 15 Sep 2022, Published online: 24 Sep 2022

References

  • Abu-Rabia, S. (2003). The influence of working memory on reading and creative writing processes in a second language. Educational Psychology, 23(2), 209–222. doi:10.1080/01443410303227
  • Babayiğit, S. (2014). Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2). Reading and Writing, 27(7), 1207–1229. doi:10.1007/s11145-013-9482-z
  • Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345–363). New York: The Guilford Press.
  • Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. Advances in Cognition and Educational Practice, 2, 57–81.
  • Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing. Journal of Second Language Writing, 46, 100671. doi:10.1016/j.jslw.2019.100671
  • Burns, A. (2017). Research and the teaching of speaking in the second language classroom. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 3, pp. 242–256). New York: Routledge.
  • Camacho, A., & Alves, R. A. (2017). Fostering parental involvement in writing: Development and testing of the program cultivating writing. Reading and Writing, 30(2), 253–277. doi:10.1007/s11145-016-9672-6
  • Cambridge Assessment English. (2019a). International language standards. Retrieved from https://www.cambridgeenglish.org/exams-and-tests/cefr/.
  • Cambridge Assessment English. (2019b). Quality and accountability. Retrieved from https://www.cambridgeenglish.org/research-and-validation/quality-and-accountability/.
  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2002). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Cumming, A. (2016). Theoretical orientations to L2 writing. In R. M. Machón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 65–88). Berlin: De Gruyter.
  • Dearden, J. (2015). English as a medium of instruction: A growing global phenomenon. Retrieved from https://ora.ox.ac.uk/objects/uuid:4f72cdf8-b2eb-4d41-a785-4a283bf6caaa.
  • de Guerrero, M. C. M. (2005). Inner speech–L2: Thinking words in a second language. New York: Springer.
  • Dockrell, J. E., Marshall, C. R., & Wyse, D. (2016). Teachers’ reported practices for teaching writing in England. Reading and Writing, 29, 409–434. 10.1007/s11145-015-9605-9.
  • Dombek, J. L., & Al Otaiba, S. (2016). Curriculum-based measurement for beginning writers (K–2). Intervention in School and Clinic, 51(5), 276–283. doi:10.1177/1053451215606691
  • Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58. doi:10.1016/j.jslw.2011.12.002
  • Graham, K. M., & Eslami, Z. R. (2019). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8–31. doi:10.1075/lplp.00030.gra
  • Graham, K. M., & Eslami, Z. R. (2020). Does the simple view of writing explain L2 writing development?: A meta-analysis. Reading Psychology, 41(5), 485–511. doi:10.1080/02702711.2020.1768989
  • Harrison, G. L., Goegan, L. D., Jalbert, R., Mcmanus, K., Sinclair, K., & Spurling, J. (2016). Predictors of spelling and writing skills in first- and second-language learners. Reading and Writing, 29(1), 69–89. doi:10.1007/s11145-015-9580-1
  • Hayes, J., & Flower, L. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). London: Routledge.
  • He, T-h., & Wang, W-l (2009). Invented spelling of EFL young beginning writers and its relation with phonological awareness and grapheme-phoneme principles. Journal of Second Language Writing, 18(1), 44–56. doi:10.1016/j.jslw.2008.06.001
  • Kim, Y.-S., Al Otaiba, S., Wanzek, J., & Gatlin, B. (2015). Toward an understanding of dimensions, predictors, and the gender gap in written composition. Journal of Educational Psychology, 107(1), 79–95. doi:10.1037/a0037210
  • Kim, Y.-S., Gatlin, B., Al Otaiba, S., & Wanzek, J. (2018). Theorization and an empirical investigation of the component-based and developmental text writing fluency construct. Journal of Learning Disabilities, 51(4), 320–335. doi:10.1177/0022219417712016
  • Lee, I. (2016). EFL writing in schools. In R. M. Machón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 113–140). Berlin: De Gruyter.
  • Liao, J. (2018). The impact of face-to-face oral discussion and online text-chat on L2 Chinese writing. Journal of Second Language Writing, 41, 27–40. doi:10.1016/j.jslw.2018.06.005
  • McGrew, K. S., Schrank, F. A., & Woodcock, R. W. (2007). Woodcock-Johnson III normative update technical manual. Rolling Meadows, IL: Riverside Publishing.
  • McMaster, K. L., Shin, J., Espin, C. A., Jung, P., Wayman, M. M., & Deno, S. L. (2017). Monitoring elementary students’ writing progress using curriculum-based measures: Grade and gender differences. Reading and Writing, 30(9), 2069–2091. doi:10.1007/s11145-017-9766-9
  • Merkel, W. (2020). “What I Mean is…”: The role of dialogic interactions in developing a statement of teaching philosophy. Journal of Second Language Writing, 48, 100702. doi:10.1016/j.jslw.2019.100702
  • Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. London: Routledge.
  • Pae, H. K., & O'Brien, B. (2018). Overlap and uniqueness: Linguistic componential traits contributing to expressive skills in English as a foreign language. Reading Psychology, 39(4), 384–412. doi:10.1080/02702711.2018.1443298
  • Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. doi:10.1111/lang.12079
  • Resnik, P. (2021). Multilinguals’ use of L1 and L2 inner speech. International Journal of Bilingual Education and Bilingualism, 24(1), 72–90. doi:10.1080/13670050.2018.1445195
  • Romig, J. E., Therrien, W. J., & Lloyd, J. W. (2017). Meta-analysis of criterion validity for curriculum-based measurement in written language. The Journal of Special Education, 51(2), 72–82. doi:10.1177/0022466916670637
  • Rubin, D. L., & Kang, O. (2008). Writing to speak: What goes on across the two-way street. In D. Belcher & A. Hirvela (Eds.), The oral-literate connection: Perspectives on L2 speaking, writing, and other media interactions (pp. 210–225). Ann Arbor: University of Michigan Press.
  • Runco, M. A., Plucker, J. A., & Lim, W. (2001). Development and psychometric integrity of a measure of ideational behavior. Creativity Research Journal, 13(3-4), 393–400. doi:10.1207/S15326934CRJ1334_16
  • Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31–79. doi:10.1111/j.1467-9922.2010.00590.x
  • Tsai, K. C. (2015). Assessing a Chinese version of the Runco Ideational Behavior Scale. Social Behavior and Personality: An International Journal, 43(7), 1111–1122. doi:10.2224/sbp.2015.43.7.1111
  • Vatcheva, K. P., Lee, M., McCormick, J. B., & Rahbar, M. H. (2016). Multicollinearity in regression analyses conducted in epidemiologic studies. Epidemiology: Open Access, 6(2), 1–20. doi:10.4172/2161-1165.1000227
  • Waluyo, B. (2018). Vocabulary acquisition through self-regulated learning on speaking and writing development. International Journal of Language Teaching and Education, 2(3), 286–302. doi:10.22437/ijolte.v2i3.5747
  • Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21(4), 364–374. doi:10.1016/j.jslw.2012.09.005
  • Williams, J. (2008). The speaking-writing connection in second language and academic literacy development. In D. Belcher & A. Hirvela (Eds.), The oral-literate connection: Perspectives on L2 speaking, writing, and other media interactions (pp. 10–25). Ann Arbor: University of Michigan Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.