Relationships between EFL learners' background, motivational, instructional, ICT-related characteristics, and writing performance: Evidence from 13 educational systems

Jing HUANG

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

The present study was carried out to explore whether English as a foreign language (EFL) learners' background, motivational, instructional, and information and communication technologies (ICT)-related characteristics predicted differences in writing performance across 13 educational systems. The multilevel analyses indicated that female, younger learners, and learners with higher socioeconomic status (SES) had better writing performance. School-level SES was a stronger predictor of variability in writing performance than student-level SES. EFL learners who perceived English learning to be less difficult and of more positive value tended to perform better in writing. The relationship between learners' perceptions of teachers' emphasis on cross-linguistic similarities between languages and writing performance was negative. The results also provided evidence on the negative effects of ICT-related characteristics (i.e., ICT use for English learning and ICT-facilities at home) on EFL learners' writing performance. Copyright © 2021 Wiley Periodicals LLC.
Original languageEnglish
Pages (from-to)495-514
JournalPsychology in the Schools
Volume59
Issue number3
Early online dateDec 2021
DOIs
Publication statusPublished - Mar 2022

Citation

Huang, J. (2022). Relationships between EFL learners' background, motivational, instructional, ICT-related characteristics, and writing performance: Evidence from 13 educational systems. Psychology in the Schools, 59(3), 495-514. doi: 10.1002/pits.22626

Keywords

  • Gender
  • ICT related characteristics
  • SES
  • Writing instruction
  • Writing motivation
  • Writing performance

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