Second Language Writers' Strategy Use and Performance on an Integrated Reading-Listening-Writing Task

TESOL Quarterly

Volumn 46, Issue 1, 2012, Pages 80-103

  Yang, Hui Chun ^a   Plakans, Lia ^b  

^a NATIONAL TSING HUA UNIVERSITY   (Taiwan)

^b UNIVERSITY OF IOWA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84861351299     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.1002/tesq.6     Document Type: Article

References (76)

1. Alexander, P. A., Graham, S., & Harris, K. R. A. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154. doi:10.1023/A:1022185502996
2. Allan, A. (1992). Development and validation of a scale to measure test-wiseness EFL/ESL reading test takers. Language Testing, 9, 101-122. doi:10.1177/026553229200900201
3. Anderson, N. J. (1991). Individual differences strategy use second language reading and testing. Modern Language Journal, 75, 460-472. doi:10.1111/j.1540-4781.1991.tb05384.x
4. Anderson, N. J., Bachman, L. F., Perkins, K., & Cohen, A. D. (1991). An exploratory study into the construct validity of a reading comprehension test: Triangulation of data sources. Language Testing, 8, 41-66. doi:10.1177/026553229100800104
5. Asención, Y. (2004). Validation of reading-to-write assessment tasks performed by second language learners. Unpublished doctoral dissertation, Northern Arizona University, Flagstaff, AZ.
6. Bachman, L. F. (1990). Fundamental consideration language testing. Oxford, England: Oxford University Press.
7. Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19, 453-476. doi: 10.1191/0265532202lt240oa
8. Bachman, L. F., & Palmer, A. S. (1996). Language testing practice. Oxford, England: Oxford University Press.
9. Braine, G. (2001). When an exit test fails. System, 29, 221-234. doi:10.1016/S0346251X(01)00009-4
10. Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Thousand Oaks, CA: Sage.
11. Campbell, C. (1990). Writing with others' words: Using background reading text academic compositions. B. Kroll (Ed.), Second language writing (pp. 211-230). Cambridge, England: Cambridge University Press.
12. Chamot, A. U. (1987). The learning strategies of ESL students. A. L. Wenden, & J. Rub(Eds.), Learner strategies language learning (pp. 71-84). Englewood Cliffs, NJ: Prentice Hall.
13. Charge, N., & Taylor, L. B. (1997). Recent developments IELTS. ELT Journal, 51, 374-380. doi:10.1093/elt/51.4.374
14. Cho, Y. (2003). Assessing writing: Are we bound by only one method? Assessing Writing, 8, 165-191. doi:10.1016/S1075-2935(03)00018-7
15. Cohen, A. D. (1998). Strategies and processes test taking and SLA. M. H. Long, & J. C. Richards (Eds.), Interfaces between second language acquisition and language testing research (pp. 90-111). Cambridge, England: Cambridge University Press.
16. Cohen, A. D. (2006). The coming of age of research on test-taking strategies. Language Assessment Quarterly, 3, 307-331. doi:10.1080/15434300701333129
17. Cohen, A. D., & Pinilla-Herrera, A. (2009). Communicating grammatically: Constructing a learner strategies website for Spanish. T. Kao, & Y. L(Eds.), A new look at language teaching and testing: English as subject and vehicle (pp. 63-83). Taipei, Taiwan: Language Training and Testing Center.
18. Cohen, A. D., & Upton, T. A. (2007). "I want to go back to the text": Response strategies on the reading subtest of the new TOEFL. Language Testing, 24, 209-250. doi: 10.1177/0265532207076364
19. Crocker, L. (2006). Preparing examinees for test taking: Guidelines for test developers. S. M. Downing, & T. M. Haladyna (Eds.), Handbook of test development (pp. 115-130). Mahwah, NJ: Lawrence Erlbaum.
20. Cumming, A., Grant, L., Mulcahy-Ernt, P., & Powers, D. (2004). A teacher-verification study of speaking and writing prototype tasks for a new TOEFL. Language Testing, 21, 159-197. doi:10.1191/0265532204lt278oa
21. Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Difference written discourse independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10, 5-43. doi:10.1016/j.asw.2005.02.001
22. Currie, P. (1998). Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing, 7, 1-18. doi:10.1016/S1060-3743(98)90003-0
23. Dörnyei, Z. (2003). Questionnaires second language research: Construction, administration and processing. Mahwah, NJ: Lawrence Erlbaum.
24. Esmaeili, H. (2002). Integrated reading and writing tasks and ESL students' reading and writing performance an English language test. Canadian Modern Language Review, 58, 599-622. doi:10.3138/cmlr.58.4.599
25. Feak, C., & Dobson, B. (1996). Building on the impromptu: A source-based academic writing assessment. College ESL, 6(1), 73-84.
26. Fox, J. (2003). From products to process: An ecological approach to bias detection. International Journal of Testing, 3(1), 21-47. doi:10.1207/S15327574IJT0301_2
27. Fox, J. (2004). Test decisions over time: Tracking validity. Language Testing, 21, 437-465. doi:10.1191/0265532204lt292oa
28. Gebril, A. (2009). Score generalizability of academic writing tasks: Does one test method fit it all? Language Testing, 26, 507-531. doi:10.1177/0265532209340188
29. Gilham, B. (2000). Developing a questionnaire. London, England: Continuum.
30. Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. New York, NY: Longman.
31. Haladyna, T. M., & Downing, S. M. (2004). Construct-irrelevant variance high-stakes testing. Educational Measurement: Issues and Practice, 23(1), 17-27. doi:10.1111/j.1745-3992.2004.tb00149.x
32. Hamp-Lyons, L. (2001). Fourth generation writing assessment. T. Silva, & P. K. Matsuda (Eds.), On second language writing (pp. 117-128). Mahwah, NJ: Lawrence Erlbaum.
33. Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40, 109-131. doi:10.2307/40264513
34. Hirvela, A. (2004). Connecting reading and writing second language writing instruction. Ann Arbor: University of Michigan Press.
35. Homburg, T. J., & Spaan, M. C. (1981). ESL reading proficiency assessment: Testing strategies. M. Hines, & W. Rutherford (Eds.), On TESOL '81 (pp. 25-33). Washington, DC: TESOL.
36. Howard, R. M. (1995). Plagiarisms, authorships, and the academic death penalty. College English, 57, 788-806. doi:10.2307/378403
37. Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. doi:10.1080/10705519909540118
38. Hyland, T. A. (2005). A study of the practices of EL1 and EL2 students reporting information from sources a timed writing proficiency assessment. Unpublished doctoral dissertation, University of Toronto.
39. Jöreskog, K. G., & Sörbom, D. (1989). LISREL 7: A guide to the program and applications (2nd ed.). Chicago, IL: SPSS.
40. Kenny, D. A. (1979). Correlation and causality. New York, NY: John Wiley & Sons.
41. Kim, J. O., & Mueller, C. W. (1978). Introduction to factor analysis: What it is and how to do it. Newbury Park, CA: Sage.
42. Kirkland, M. R., & Saunders, M. A. P. (1991). Maximizing student performance summary writing: Managing cognitive load. TESOL Quarterly, 25, 105-121. doi:10.2307/3587030
43. Koda, K. (2005). Insights into second language reading. Cambridge, England: Cambridge University Press.
44. Kunnan, A. J. (1998). An introduction to structural equation modeling for language assessment research. Language Testing, 15, 295-332. doi:10.1177/026553229801500302
45. Lee, Y.-W., & Kantor, R. (2005). Dependability of new ESL writing test scores: Evaluating prototype tasks and alternative rating schemes (Report No. MS-31). Princeton, NJ: Educational Testing Service.
46. Lewkowicz, J. (1994). Writing from sources: Does source material help or hinder students' performance? Retrieved from
47. Lewkowicz, J. (1997). The integrated testing of a second language. C. Clapham, & D. Corson (Eds.), Encyclopedia of language and education (Vol. 7, pp. 121-130). Dordrecht, The Netherlands: Kluwer Academic.
48. Mateos, M., Villalon, R., de Dios, M. J., & Martin, E. (2007). Reading and writing tasks on different university degree courses: What do the students say they do? Studies Higher Education, 32, 489-510. doi:10.1080/03075070701476183
49. Messick, S. (1989). Validity. R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-104). New York, NY: American Council on Education and Macmillan.
50. Messick, S. (1994). The interplay of evidence and consequences the validation of performance assessments. Educational Researcher, 23(2), 13-23. doi:10.3102/0013189X023002013
51. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, England: Cambridge University Press.
52. O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies second language acquisition. Cambridge, England: Cambridge University Press.
53. Oxford, R. L. (2001). Integrated skills the ESL/EFL classroom. ESL Magazine, 4(1), 18-20.
54. Pennycook, A. (1996). Borrowing others' words: Texts, ownership, memory, and plagiarism. TESOL Quarterly, 30, 210-230. doi:10.2307/3588141
55. Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20, 26-56. doi:10.1191/0265532203lt243oa
56. Plakans, L. (2008). Comparing composing processes writing-only and reading-to-write test tasks. Assessing Writing, 13, 111-129. doi:10.1016/j.asw.2008.07.001
57. Plakans, L. (2009a). Discourse synthesis integrated second language writing assessment. Language Testing, 26, 561-587. doi:10.1177/0265532209340192
58. Plakans, L. (2009b). The role of reading strategies integrated L2 writing tasks. Journal of English for Academic Purposes, 8, 252-266. doi:10.1016/j.jeap.2009.05.001
59. Purpura, J. E. (1998). Investigating the effects of strategy use and second language test performance with high- and low-ability test takers: A structural equation modeling approach. Language Testing, 15, 333-379. doi:10.1177/026553229801500303
60. Read, J. (1990). Providing relevant content an EAP writing test. English for Specific Purposes, 9, 109-121. doi:10.1016/0889-4906(90)90002-T
61. Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J. (2007). Intervening the use of strategies. A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 141-160). Oxford, England: Oxford University Press.
62. Scarcella, R., & Oxford, R. (1992). The tapestry of language learning: The individual the communicative classroom. Boston, MA: Heinle & Heinle.
63. Shi, L. (2004). Textual borrowing second-language writing. Written Communication, 21, 171-200. doi:10.1177/0741088303262846
64. Spivey, N. (1984). Discourse synthesis: Constructing texts reading and writing. Newark, DE: International Reading Association.
65. Spivey, N. (1990). Transforming texts: Constructive processes reading and writing. Written Communication, 7, 256-287. doi:10.1177/0741088390007002004
66. Spivey, N. (1997). The constructivist metaphor: Reading, writing, and the making of meaning. New York, NY: Academic Press.
67. Spivey, N. N., & King, J. R. (1989). Readers as writers composing from sources. Reading Research Quarterly, 24, 7-26.
68. Stein, V. (1990). Exploring the cognition of reading-to-write. L. Flower, V. Stein, J. Ackerman, M. J. Kantz, K. McCormick, & W. C. Peck (Eds.), Reading-to-write: Exploring a cognitive and social process (pp. 119-143). New York, NY: Oxford University Press.
69. Stevens, J. (1992). Applied multivariate statistics for the social science (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
70. TOEFL iBT Data Set 3: Writing. (2008). Princeton, NJ: Educational Testing Service.
71. Upshur, J. A., & Turner, C. (1999). Systematic effects the rating of second-language speaking ability: Test method and learner discourse. Language Testing, 16, 82-111. doi:10.1177/026553229901600105
72. Watanabe, Y. (2001). Read-to-write tasks for the assessment of second language academic writing skills: Investigating text features and rater reactions. Unpublished doctoral dissertation, University of Hawaii-Manoa, Honolulu, HI.
73. Weigle, S. C. (1999). Investigating rater/prompt interactions writing assessment: Quantitative and qualitative approaches. Assessing Writing, 6, 145-178. doi:10.1016/S1075-2935(00)00010-6
74. Weigle, S. C. (2004). Integrating reading and writing a competency test for non-native speakers of English. Assessing Writing, 9, 27-55. doi:10.1016/j.asw.2004.01.002
75. Wenden, A. L. (1991). Learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice Hall.
76. Wesche, B. (1987). Second language performance testing: The Ontario test of ESL as an example. Language Testing, 4, 28-47. doi:10.1177/026553228700400103