High School Students’ Writing Skills and their English Language Proficiency as Predictors of their English Language Writing Performance

Abstract

This study endeavored to find out whether or not grade 11 students’ L₁ (Amharic, in this case) writing and their L₂ (English) proficiency could significantly predict their L₂ writing. It also investigated whether or not the students’ L₂ reading, grammar and vocabulary knowledge could significantly determine their L₂ writing. To this end, students’ first semester final English examination, and teacher-made writing (both in L₁ and L₂), English reading, grammar and vocabulary tests were given. Pearson’s Correlation Coefficient and multiple regressions were used for analyses. The results indicated that all the predicting (independent) variables significantly correlated with the dependent variable (L₂ writing); however, only students’ L₁ writing, first semester overall English and reading test scores were significant predictors of their L₂ writing. Finally, it was recommended that special attention be paid to the students’ grammar and vocabulary leaning approach so that they will be able to apply them in their L₂ writing.

Keywords: linguistic interdependence, threshold level, transfer, prediction