Effects of L1 single-text and multiple-text comprehension on L2 integrated writing

Abstract

Integrated writing entails synthesis of information and coordination of language skills. It constitutes an integral part of Hong Kong’s language curriculum at the secondary school level. This study explored the relationships between reading comprehension, including single-text and multiple-text comprehension, and integrated writing performance in Chinese (the students’ first language, L1) and English (their second language, L2). 322 students from four secondary schools participated in this study. The results of latent variable path analysis revealed that L1 single-text comprehension directly affected the ability to coordinate multiple texts in the same language. L1 reading comprehension was positively associated with L1 and L2 integrated writing. Cross-language transfer from L1 integrated writing to L2 was also observed with L1 reading comprehension playing a significant role in the transfer. The findings suggest that the ability to write from sources in L2 could capitalize on the ability that have already acquired in L1. This study contributed to existing literature by substantiating the cross-language connection between reading and writing in integrated writing. It also supports the adoption and early implementation of integrative pedagogy of reading and writing to better facilitate the development of L2 integrated writing competence.