Hybrid Modeling of Intelligence and Linguistic Factors as Predictors of L2 Writing Quality: A SEM Approach
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Volume two, Issue three
July 2012
Hybrid Modeling of Intelligence and Linguistic Factors as Predictors of L2 Writing Quality: A SEM Approach REZA PISHGHADAM Associate Professor of TEFL, Ferdowsi University of Mashhad MOHAMMAD ALI SHAMS PhD Candidate of TEFL, Ferdowsi University of Mashhad Bio Data: Reza Pishghadam is an associate professor in TEFL in Ferdowsi University of Mashhad, Iran. His research interests are psychology of language education and sociology of language. Mohammad Ali Shams is a PhD Candidate of TEFL in Ferdowsi University of Mashhad, Iran. His research interests are language assessment and the applications of cognitive science in TEFL. Abstract The aim of this paper was to investigate the role of linguistic and intelligence factors in L2 writing. The sample included 347 Iranian learners of English. Six tests were administered to measure the participants’ grammar knowledge, depth of vocabulary knowledge, breadth of vocabulary, verbal intelligence, narrative intelligence, and writing ability. Two SEM models were compared to each other. Model 1 only included grammar knowledge, depth and breadth of vocabulary knowledge as the linguistic factors of writing. Model 2, proposed by the researchers, included verbal and narrative intelligences as well. The models were then linked to the data to see which one fits better. The results of structural equation modeling show that Model 2 has better fit indices producing better parameter estimates. In the end, the applications and implications of the findings for L2 writing pedagogy and assessment are discussed. Keywords: L2 writing, Linguistic factors, Intelligence factors, Structural equation modeling Introduction Writing is frequently labeled as the most difficult skill to master for language learners (e.g. see Berman & Cheng, 2001; Erkan & Saban, 2011; Snider, 2002). Coping with the difficulties observed in teaching writing would not be likely if one does not have an in-depth understanding of the nature and dynamics of this construct (L2 writing ability). Understanding the cognitive processes involved in writing tasks
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Language Testing in Asia
Volume two, Issue three
July 2012
while learning a second or foreign language seems necessary for tackling the problems observed in writing classrooms. Identifying, describing, and explaining the cognitive factors involved in L2 writing have captured scholars’ attention from a range of disciplines such as neurolinguistics (Barnes, Dennis, & Hetherington, 2004; Paradis & Hildebrandt, 1985; Weekes, Yin, Su, & Chen, 2006), second language acquisition (Bialystok, 2002; Sandberg & Hjelmquist, 1996), teaching English as a foreign language (Escribano, 1999; Gupta & Woldermariam, 2011; Nakamaru, 2010), discourse analysis (Hyland, 2008), and narrative psychology (Bloome, Katz, & Champion, 2003). Expectedly, applied linguists can use the findings of cognitive sciences for solving the learners’ problems in L2 writing. Widdowson (2000) warned applied linguists by pointing out the necessity of attending the practi
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