%0 Journal Article
%T The Role of Cognitive and Affective Factors in Measures of L2 Writing
%A Reza Zabihi
%J Written Communication
%@ 1552-8472
%D 2018
%R 10.1177/0741088317735836
%X This study investigates the direct and/or indirect effects of some cognitive (working memory capacity) and affective (writing anxiety and writing self-efficacy) variables on the complexity, accuracy, and fluency (CAF) of second language (L2) learners¡¯ writings. To achieve this goal, 232 upper-intermediate English learners performed an automated version of a working memory capacity task (A-OSPAN) and a timed narrative writing task in L2. Furthermore, participants were asked to complete two self-report questionnaires. The proposed path model adequately fitted the data, and results of path analyses indicated the following: All three measures of L2 writing were directly predicted by learners¡¯ writing self-efficacy; writing self-efficacy affected CAF indirectly through writing anxiety; the direct paths from writing anxiety to all measures of L2 writing were negatively significant; higher working memory spans directly predicted higher L2 writing scores regarding complexity and fluency, but negatively affected learners¡¯ accuracy scores. Based on these findings, the author discusses techniques for enhancing learners¡¯ writing self-efficacy, reducing their anxiety, and helping them make efficient use of working memory resources
%K cognitive and affective factors
%K working memory capacity
%K writing anxiety
%K writing self-efficacy
%K L2 written task performance
%U https://journals.sagepub.com/doi/full/10.1177/0741088317735836