View in EDS

Measuring learners' writing development in a Chinese as a foreign language (CFL) context.

Saved in:
Bibliographic Details
Title: Measuring learners' writing development in a Chinese as a foreign language (CFL) context.
Authors: Yang, Li1 (AUTHOR) lyang1@k-state.edu, Lin, Jia2 (AUTHOR) jialin1984@gmail.com
Source: IRAL: International Review of Applied Linguistics in Language Teaching. Jun2026, Vol. 64 Issue 2, p577-600. 24p.
Subject Terms: *Writing education, *Composition (Language arts), *Discourse, *Language ability testing, *Second language acquisition, Chinese as a second language
Abstract: This study measured the development of multiple dimensions of textual features in L2 Chinese writing by recruiting 120 writers in a Chinese as a foreign language (CFL) program at four instructional levels. Their handwritten writing samples were manually coded for 14 indices at character, word, sentence, and organization dimensions and compared across instructional levels. The results of statistical tests showed a general trend in the development of multiple textual features from lower to higher levels; specifically, higher-proficiency CFL writers were observed to commit fewer errors in character handwriting, utilize a greater variety of words and produce longer sentences in texts, incorporate more subordinating conjunctions and a higher frequency of complex sentences, in addition to achieving better textual organization. Based on the findings, recommendations on how to enhance writing and promote learners' writing development in CFL classrooms were proposed. [ABSTRACT FROM AUTHOR]
Copyright of IRAL: International Review of Applied Linguistics in Language Teaching is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This study measured the development of multiple dimensions of textual features in L2 Chinese writing by recruiting 120 writers in a Chinese as a foreign language (CFL) program at four instructional levels. Their handwritten writing samples were manually coded for 14 indices at character, word, sentence, and organization dimensions and compared across instructional levels. The results of statistical tests showed a general trend in the development of multiple textual features from lower to higher levels; specifically, higher-proficiency CFL writers were observed to commit fewer errors in character handwriting, utilize a greater variety of words and produce longer sentences in texts, incorporate more subordinating conjunctions and a higher frequency of complex sentences, in addition to achieving better textual organization. Based on the findings, recommendations on how to enhance writing and promote learners' writing development in CFL classrooms were proposed. [ABSTRACT FROM AUTHOR]
ISSN:0019042X
DOI:10.1515/iral-2024-0137