Writing proficiency components were studied and compared across L1 and L2 using the same modeling framework¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2008: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The relative importance of the three components was studied and compared across L1 and L2 writing within one structural equation modeling framework. → R. Schoonen 2003
Evidence¶
R. Schoonen 2003¶
R. Schoonen, A. van Gelderen, K. de Glopper, J. Hulstijn, A. Simis, P. Snellings, M. Stevenson. (2003). First language and second language writing: the role of linguistic knowledge, speed of processing, and metacognitive knowledge. Language Learning, 53(1), 165-202. https://doi.org/10.1111/1467-9922.00213
q3 · i? · associational · r?
The study's methodological approach applied structural equation modeling to data from 281 grade 8 students, allowing the "relative importance of the three components" to be "studied and compared across L1 and L2 writing" within a single analytic framework.
"Using structural equation modeling, the relative importance of the three components was studied and compared across L1 and L2 writing."
Discussion¶
Related Claims¶
- Metacognitive knowledge was examined as a component of writing proficiency alongside linguistic knowledge and fluency — related
- L2 writing proficiency was more highly correlated with L1 writing proficiency than with L2 linguistic knowledge or its accessibility — a narrower finding that bears on this claim
- Fluency measures correlated with overall writing performance in both L1 and L2, but added no predictive value beyond linguistic knowledge — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cross-language-comparison-writing-components-sem |
title |
Writing proficiency components were studied and compared across L1 and L2 using the same modeling framework |
description |
Writing proficiency components were studied and compared across L1 and L2 using the same modeling framework |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2003 |
recheck_by |
2008 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — r-schoonen-2003 |
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