Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: a cross-linguistic perspective

Abstract The ability to produce a well-written text in English using multiple material resources, such as integrated writing (IW), is widely recognised as a crucial literacy skill for tertiary students. While previous researchers have extensively examined the factors contributing to second language (L2) English integrated writing, the impact of students’ first-language (L1) Chinese writing strategic knowledge and skills on L2 writing performance has received limited empirical attention. Therefore, this study aimed to investigate the simultaneous relationship between L1 and L2 writing strategy use, L1 writing skills, and L2 IW performance among 239 Chinese university students. Results from structural equation modelling revealed that L1 IW strategy use could predict L2 IW strategy use. Furthermore, the use of L1 IW strategies indirectly predicted L2 IW performance through the use of L2 IW strategies. This study contributes to the existing literature by extending research on cross-language effects in the IW context. Additionally, based on the findings, pedagogical implications for teaching IW across two languages are proposed.