Dynamics of ESL Writing Performance: A Theoretical Framework

Authors

  • Kiran Shehzadi University Utara Malaysia
  • Hariharan a/I N. Krishnasamy University Utara Malaysia.

DOI:

https://doi.org/10.52131/pjhss.2018.0601.0039

Keywords:

ESL writing performance, native language, ESL writing anxiety, ESL writing self-efficacy

Abstract

The objective of this research is to investigate the dynamics of English as a Second Language (here onwards, ESL) writing and to present a theoretical framework for empirical testing the proposed factors affecting ESL writing. The analysis of literature showed that ESL writing anxiety and the use of first/native language (L1) are among the key factors that significantly affect ESL writing performance of students at various academic levels. Additionally, it is also revealed that ESL writing self-efficacy is a factor that is related to ESL writing performance as well as ESL writing anxiety and the interference of the first language in ESL writing. The interference model, the linguistic interdependence model, common underlying proficiency hypothesis and the self-efficacy theory are the theories that theoretically support such empirical investigation. Therefore, it is proposed that ESL writing self-efficacy should be examined as a moderating variable in the relationship of ESL writing anxiety and the use of L1 with ESL writing performance in future research.

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Author Biographies

Kiran Shehzadi, University Utara Malaysia

Ph.D. Scholar, School of Languages, Civilization and Philosophy, College of Arts and Sciences.

Hariharan a/I N. Krishnasamy, University Utara Malaysia.

School of Languages, Civilization and Philosophy, College of Arts and Sciences.

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Published

2018-03-31

How to Cite

Shehzadi, K., & Krishnasamy, H. a/I N. (2018). Dynamics of ESL Writing Performance: A Theoretical Framework. Pakistan Journal of Humanities and Social Sciences, 6(1), 144–159. https://doi.org/10.52131/pjhss.2018.0601.0039

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Section

Articles