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Examining the relationships between cognitive load, anxiety, and story continuation writing performance: a structural equation modeling approach

Author

Listed:
  • Huafeng Wang

    (Guangdong University of Foreign Studies)

  • Xian Zhang

    (University of North Texas)

  • Yinxing Jin

    (Hainan Normal University)

  • Xixin Ding

    (Guangdong University of Foreign Studies)

Abstract

Previous studies have left a significant gap in researching the relationships among affective variables, cognitive factors, and learning outcomes in second language (L2) writing. To fill in this research gap, the present study set out to unveil the relationships between L2 writers’ cognitive load, anxiety, and writing performance. A total of 197 Grade 12 students from a Chinese public high school were recruited. Participants were required to complete a story continuation writing task (SCWT), the L2 Writing Cognitive Load Scale, and the L2 Writing Anxiety Scale. Structural equation modeling showed that: 1) L2 learners’ cognitive load had a direct effect on writing anxiety which in turn directly impacted SCWT performance; 2) L2 writing anxiety fully mediated the effect of cognitive load on SCWT performance; and 3) Cognitive load mainly influenced cognitive anxiety, a subcomponent of writing anxiety. The implications of the findings for L2 teaching and learning are discussed.

Suggested Citation

  • Huafeng Wang & Xian Zhang & Yinxing Jin & Xixin Ding, 2024. "Examining the relationships between cognitive load, anxiety, and story continuation writing performance: a structural equation modeling approach," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03840-6
    DOI: 10.1057/s41599-024-03840-6
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    References listed on IDEAS

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    1. Presbitero, Alfred, 2020. "Foreign language skill, anxiety, cultural intelligence and individual task performance in global virtual teams: A cognitive perspective," Journal of International Management, Elsevier, vol. 26(2).
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