Examining the relationships between cognitive load, anxiety, and

Index

Abstract

This study investigates the relationships between second language (L2) writers' cognitive load, anxiety, and writing performance using a story continuation writing task (SCWT) with 197 Grade 12 Chinese students. Structural equation modeling revealed that cognitive load directly affected writing anxiety, which in turn impacted SCWT performance. L2 writing anxiety fully mediated the effect of cognitive load on SCWT performance, with cognitive load primarily influencing cognitive anxiety. The findings have implications for L2 teaching and learning.

Publisher

Humanities & Social Sciences Communications

Published On

Sep 28, 2024

Authors

Huafeng Wang, Xian Zhang, Yinxing Jin, Xixin Ding

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