How Competent are Taiwanese Graduate Students in Connecting to Global Academia? Using a Research-article Writing Motivation Model

Ming-chia LIN
National Tsing-Hua University, Taiwan
mjia398@gmail.com

Yuh-show CHENG
National Taiwan Normal University, Taiwan
t22035@ntnu.edu.tw

Sieh-hwa LIN
National Taiwan Normal University, Taiwan
linsh@ntnu.edu.tw

Pei-jung HSIEH
National Academy for Educational Research, Taiwan
pjh@mail.naer.edu.tw

Abstract

This study aims to investigate the role of research-article (RA) writing motivation and use of self-regulatory writing strategies in explaining English RA abstract writing ability of Taiwanese graduate students with L2 literacy as a covariate. The study tested a motivated abstract-writing model (MAW model) by translating the 4 constructs into 4 measures. L2 literacy test was adopted from the General English Proficiency Test-advanced. The following remaining 3 measures were developed: RA writing motivation inventory (RWMI), self-regulatory writing strategy inventory (SWSI), and research abstract performance assessment (RAPA). In a pilot study conducted, RWMI and SWSI were administered to 255 L2 doctoral students majoring in education (n=140) and business (n=115) across 5 universities, and supported for the psychometric properties. RAPA was pilot-tested on 5 graduate students in applied linguistics. In a formal study, the 4 measures in sequence were administered to L2 graduate students (master's and doctoral students) in applied linguistics across 15 universities (N=185). Results of structural equation modeling showed a good model-fit. With L2 literacy and strategy controlled (β=.53), the direct effect of RA writing motivation on RA-abstract writing ability was supported (β=.19). Moreover, the direct effect of motivation on strategy was also supported (β= .46). However, there was no direct effect of strategy, or indirect effect of motivation on writing ability via strategy. The findings suggest that instructors should promote both L2 literacy and writing motivation for higher RA-abstract writing ability of graduate students. Equipped with higher RA-writing ability, L2 graduate students are more likely to succeed in socializing in a global academic community of their chosen fields.

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