Graph Writing Test Taking Strategies and Performance on the Task: The Role of Academic Background

Davood Borzabadi Farahani, Fateme Saneie Kashanifar


The growing inclusion of integrated writing tasks in assessment batteries calls for more research studies to investigate these tests. Although previous studies have largely concentrated on reading-writing tasks, relatively little attention has been directed to graph writing tasks. Drawing upon Yang’s (2012) model which explored the relationship between performance on the graph writing test and the graph writing test taking strategies of L2 writers, the present study aimed at investigating the relationship between Iranian EFL learners’ graph writing test taking strategies and their performance on the graph writing task. The participants (N=300) of this study were from two academic backgrounds: Humanities (N=150) and Engineering (N=150). Firstly, the participants took a graph writing test followed by a graph writing strategy inventory including graph comprehension, graph interpretation, and graph translation. It was found that graph writing scores have the highest correlations with graph interpretation whereas graph comprehension and graph translation have low correlations with graph writing scores. The scores of the Engineering group had the most notable correlation indices with the selecting (SEL) and linking (LIN) strategies. For the Humanities group, the highest correlation indices were related to global processing (GP) and selecting (SEL). Local processing (LP) strategy did not have a significant correlation with writing scores in this group. The results could be valuable in making informed decisions about integrated writing task development, instruction, and evaluation.


graph writing strategies, graph writing test, academic background

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