Zhang Chen, Zhang Wenzhong
College of Foreign Languages, Nankai University, Tianjin, China.
Front Psychol. 2022 May 4;13:851120. doi: 10.3389/fpsyg.2022.851120. eCollection 2022.
Recently, there has been a surge of interest in the exploration of psychological properties in a second language context. Considerable literature has grown up around the influence of these psychological properties on L2 writing specifically. However, the impact of academic procrastination, which is an important psychological property, has been understudied and it remains unclear how affective factors in L2 might play a role in the above potential influence on L2 writing. Therefore, the current study explored the impact of academic procrastination on L2 writing and examined the mediating role of L2 writing anxiety, by adopting text readability as an innovative approach to assessing L2 writing performance. Participants were 55 Chinese speakers of L2 English. By utilizing the collected questionnaire data and the readability indicators of the L2 writing task, the current research conducted correlation analysis, regression analysis, and structural equation modeling analysis. The results revealed that academic procrastination had a significant negative impact on the readability indicator of Flesch-Kincaid Grade Level in L2 writing. L2 writing anxiety played a complete mediating role in the impact. Academic procrastination can significantly affect Flesch-Kincaid Grade Level of L2 writing indirectly through L2 writing anxiety. Pedagogical implications and future studies were discussed.
最近，在二语环境中探索心理特性引发了人们浓厚的兴趣。围绕这些心理特性对二语写作的影响，已经涌现出了大量文献。然而，学术拖延作为一种重要的心理特性，其影响尚未得到充分研究，二语中的情感因素在上述对二语写作的潜在影响中如何发挥作用仍不明确。因此，本研究通过采用文本可读性这一创新方法来评估二语写作表现，探讨了学术拖延对二语写作的影响，并检验了二语写作焦虑的中介作用。研究参与者为55名以英语为二语的汉语使用者。通过利用收集到的问卷数据和二语写作任务的可读性指标，本研究进行了相关分析、回归分析和结构方程模型分析。结果显示，学术拖延对二语写作中的弗莱什-金凯德年级水平可读性指标有显著的负面影响。二语写作焦虑在这一影响中起到了完全中介作用。学术拖延能够通过二语写作焦虑间接显著影响二语写作的弗莱什-金凯德年级水平。文中还讨论了教学启示和未来研究方向。
