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The Effects of Rhetorical Task Type, English Proficiency, and Writing Anxiety on Senior High School Students' English Writing Performance
|Publisher:||國立臺灣師範大學英語文教學中心、Airiti Press Inc.|
English writing tests form a designated section in the General Scholastic Ability English Test (GSAET) and the Department Required English Test (DRET), two nationwide tests for college admission in Taiwan. However, the types of rhetorical writing tasks emphasized in the two tests are different. The GSAET focuses on narrative tasks, whereas DRET, on expository tasks. Because the DRET is designated to assess more advanced knowledge and ability than the GSAET, their difference in focus of rhetorical task suggests that narrative writing is less challenging than expository writing. To validate the assumed relative ease of the two writing tasks, the present study examined the difference the two tasks made in senior high school students’ English writing performance. In light of the potential effects of language proficiency and anxiety on writing performance, this study also explored how the two task types interacted with English proficiency and writing anxiety in influencing the quality of English writing. Students’ opinions about different rhetorical writing tasks were also explored. The results show neither a significant main effect of rhetorical task type nor a significant interaction effect between task type and English proficiency or writing anxiety. In contrast, significant main effects of English proficiency and writing anxiety were observed.
|Appears in Collections:||教師著作|
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