Building models of adult second-language writing instruction
Section snippets
Recent approaches to model-building in educational contexts
What analytic approaches have been attempted to date? What information do they provide for building models of second-language writing instruction? Four analytic techniques have reported notable (albeit preliminary) success in developing and evaluating models of second-language writing that are relatively comprehensive and grounded in empirical data from natural educational contexts: meta-analysis, cross-sectional studies, longitudinal studies, and explanatory modeling.
Silva's (1993)
Building models of second-language writing instruction: Three key issues and examples from a preliminary attempt
The studies reviewed above highlight three major issues in need of clarification for the purposes of building models of second-language writing relevant to education:
- 1.
What are appropriate indicators of achievement in second-language writing?
- 2.
What are the principal variables that influence learning to write in a second language in an educational context? What data should be gathered to describe them?
- 3.
How do these variables interrelate (as processes of learning) to produce students' achievement in
Indicators of achievement in second language writing
Developing a model that tries to explain second-language writing requires a precise definition of the construct. To determine what people might learn in respect to second-language writing we have to know what changes in their writing performance are significant and valid indicators of learning (Cumming & Mellow, 1996). This is a complex issue because virtually all existing tests of second-language writing aim to group or sort learners for the purposes of placement or admissions into educational
Relevant variables
A second major issue in developing models of second-language writing instruction involves determining which variables to gather data on, which instruments to use to do this, and how to reduce the resulting data into empirical forms suitable for analyses. As noted above, process-product models conventionally distinguish (a) antecedent (or presage) variables related to students' personal characteristics and backgrounds prior to beginning an educational program and (b) process variables, including
Interrelations between variables and achievement scores
The goal of this kind of model-building research is of course to evaluate whether trends in the antecedent and process variables relate significantly to the outcome variables, in this case, students' achievement in their second-language writing. Although the project we have been describing produced numerous interesting findings, it ultimately fell short of having very much explanatory power. That is, the antecedent and process variables did not explain very much of the variance in the outcome
Multivariate analyses
Three sets of findings are worth discussing for their relevance to future model-building. The first involved multivariate analyses, which we used (a) to assess students' pre-post term achievement in the five traits of second-language writing then (b) related to the antecedent variables documented. MANOVAs comparing student's writing scores at the beginnings and ends of their six-week terms of ESL study showed statistically significant differences (N =73) for all but one of the five traits of
Exploratory factor analyses
For a second approach to analyses we used exploratory factor analyses to identify trends in four logically grouped sets of the antecedent and process variables. Although of value only for descriptive rather than explanatory purposes, these analyses produced interesting profiles of the previous and current learning experiences of these students in respect to second-language writing. Using Principal Axis Factoring and OBLIMIN rotations until satisfactory factor solutions were reached, we
Concluding remarks: Whither models?
Overall, the analyses presented here failed to produce an adequate explanatory model of the relations between adult ESL students' backgrounds, processes of learning and using classroom instruction, and their achievement in ESL writing. Perhaps this aim was overly ambitious or maybe even not feasible in the absence of an explicit, prior theoretical formulation of learning to write in a second language, given the relatively small number of students assessed and their very diverse cultural,
Acknowledgements
We thank the Social Sciences and Humanities Research Council of Canada (standard grant 410-91-0722) for supporting the research reported in this paper; Sue Elgie for advice on analyses; as well as Michael Lessard-Clouston, Jiang Li, Susanna Lo, Kara Moscoe, Hiroko Saito, Ling Shi and Sufumi So for assistance in data collection. Certain findings from this research were reported in October, 1994 under the title “Learning variables and achievement in ESL written composition” at the Second Language
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