The Relationship between Undergraduate Students' Writing Knowledge and Writing Performance

Autor/inn/en	Perdana, Indra; Bungai, Joni; Wihastyanang, Wardani Dwi; Budhiono, Ralph Hery; Tanate, Valentina Lovina
Titel	The Relationship between Undergraduate Students' Writing Knowledge and Writing Performance
Quelle	In: International Journal of Language Education, 7 (2023) 2, S.291-303 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Undergraduate Students; Language Proficiency; Writing Tests; Writing Instruction; Writing Improvement; Vocabulary Skills; Second Language Learning; Correlation; Writing Achievement; Metalinguistics; Metacognition; Teaching Methods; English (Second Language); Scoring Rubrics; Essays; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Writing test; Schreibtest; Schreibunterricht; Aktiver Wortschatz; Zweitsprachenerwerb; Korrelation; Metalanguage; Metasprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Scoring formulas; Auswertungsbogen; Essay; Aufsatzunterricht; Ausland; Indonesien
Abstract	This paper describes an investigation of the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01