Analysis of the Impact Path of Critical Thinking and Linguistic Factors on L2 Writing Proficiency
Year: 2025
Type: article
Study design: Observational Study
Abstract: 本研究旨在探讨批判性思维与语言因素对高中生二语写作的影响机制。以高霄和文秋芳的因果模型为基础，研究选取基础教育阶段的240名学生，构建批判性思维与语言因素作用于二语写作的假设模型，并通过验证性因子分析和路径分析检验其作用路径及影响。结果表明，批判性思维与语言因素共同解释了二语写作成绩16.8%的方差，其中批判性思维直接解释6.2%的方差，并通过三条语言因素路径间接解释9.5%的方差。This study aims to explore the mechanism through which critical thinking and language factors influence high school students’ second language (L2) writing performance. Based on the causal model proposed by Gao Xiao and Wen Qiufang, the study selected 240 students from the basic education stage to construct a hypothetical model of the effects of critical thinking and language factors on L2 writing. The model’s effect pathways and impacts were tested using confirmatory factor analysis (CFA) and path analysis. The results showed that critical thinking and language factors jointly explained 16.8% of the variance in L2 writing performance, with critical thinking directly explaining 6.2% of the variance and indirectly explaining 9.5% of the variance through three language factor pathways.
Source: Advances in Education
Author: 娟 余
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4411909373