The dimensions of written expression: Language group and gender differences

被引：28
作者：
Babayigit, Selma [1 ]
机构：
[1] Univ W England, Dept Hlth & Social Sci, Bristol BS16 1QY, Avon, England
来源：
LEARNING AND INSTRUCTION | 2015年 / 35卷
关键词：
English as a second language; Text writing; Compositional fluency; Spelling; Multigroup path analysis; MULTIPLE-REGRESSION; WRITING QUALITY; INSTRUCTION; STUDENTS; VOCABULARY;
D O I：
10.1016/j.learninstruc.2014.08.006
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study compared the written expression of 159 English-speaking first (L1) and second language (12) learners (M-age = 9; 7 years, SD = 3.63 months) in England The Ll learners outperformed their L2 peers on the four dimensiOns of written expression, namely holistic quality, written vocabulary, organisational quality, and compositional fluency. Girls also outperformed boys on all dimensions, except for organisation. The interaction between language group and gender was nonsignificant, but there was a trend for the language group differences to be larger for boys. Vocabulary, organisation, and compositional fluency made unique contributions to holistic quality in both language groups and the strength of these relations were relatively comparable across the L1 and 12 groups. Educational implications are discussed. (C) 2014 Elsevier Ltd. All rights reserved.
引用
收藏
页码：33 / 41
页数：9
相关论文
共 56 条
  • [1] Effect size and power in assessing moderating effects of categorical variables using multiple regression: A 30-year review
    Aguinis, H
    Beaty, JC
    Boik, RJ
    Pierce, CA
    [J]. JOURNAL OF APPLIED PSYCHOLOGY, 2005, 90 (01) : 94 - 107
  • [2] Appraisal of the Homogeneity of Error Variance Assumption and Alternatives to Multiple Regression for Estimating Moderating Effects of Categorical Variables
    Aguinis, Herman
    Petersen, Scott A.
    Pierce, Charles A.
    [J]. ORGANIZATIONAL RESEARCH METHODS, 1999, 2 (04) : 315 - 339
  • [3] [Anonymous], ETHN ED EV MIN ETHN
  • [4] [Anonymous], APA educational psychology handbook: Vol. 3. Application to learning and teaching, DOI DOI 10.1037/13275-009
  • [5] Arbuckle J. L., 2010, IBM SPSS AMOS 19
  • [6] Babayigit S., 2013, READING WRITING
  • [7] Babayigit S., 2012, J RES READING
  • [8] BERMAN RA, 2002, WRITTEN LANGUAGE LIT, V0005
  • [9] Browne M. W., 1993, Testing structural equation models, P136, DOI DOI 10.1177/0049124192021002005
  • [10] Cameron L., 2004, Writing in English as an additional language at key stage 2
123456