综合写作中考生对写作提示的认知对其写作表现的影响

The Effect of Test-takers’ Prompt Perceptions on Their Integrated Writing Performance

本研究以13个省/市/自治区的371名高校学生为研究对象,探究考生对写作提示的认知与其综合写作表现之间的关系。考生对写作提示的认知来源于问卷调查,并经多层线性模型检验无地区差异后,采用探索性因子分析得出3个基于考生认知的写作提示因子,即提示知识、提示难度、提示认同。进一步的多层线性模型分析结果显示,英语语言能力是影响考生综合写作表现的主要因素,考生认知因子中只有提示知识对其综合写作得分具有显著影响。结构方程模型进一步显示,提示知识对综合写作表现有较微弱的正面影响,提示难度对综合写作表现有一定的负面影响,而提示认同的影响则几乎没有。研究表明考生与写作提示间存在复杂交互作用,会影响其综合写作表现。

This study investigated how test-takers’ prompt perceptions would influence their integrated writing performance using a sample of 371 college students from 13 provinces/municipalities/autonomous regions. Test-takers. prompt perceptions were elicited through questionnaire, and multilevel linear modeling(MLM) analysis showed that there was no area difference, which allowed for further analyses. Three latent prompt-perception factors were extracted by factor analysis, i.e.,prompt knowledge, prompt difficulty and prompt identification. Substantial MLM results showed that English language proficiency played an important role in explaining the variance in integrated writing performance, and only prompt knowledge was significantly related to integrated writing scores. Structural equation modeling(SEM) analysis confirmed that test-takers. prompt knowledge had a weak yet positive effect, prompt difficulty a weak yet negative effect, and prompt identification a negligible effect. These results point to the complex interactions between test takers and prompts,which may influence their integrated writing performance.