Openness Predicts (Change in) English Writing Achievement: The Mediating Role of Domain-Specific Interest

• In Event: 15.053 - Developing and Assessing Writing in Secondary Education: Learning EFL in Europe

Abstract

Individual differences in personality and motivation are associated with foreign language learning. In previous research, only few studies considered the interplay of both factors when predicting academic success, thus far focusing mainly on conscientiousness (e.g. Trautwein et al., 2015). However, previous results on personality traits show that especially openness is associated with academic achievement in language subjects (e.g., Spengler et al., 2013; Poropat, 2009). Domain-specific interest as a motivational characteristic representing individual differences in students has been shown to predict academic achievement in various studies (e.g., Wigfield & Eccles, 2000). Considering the theoretical distinction of personality traits and motivation in core and surface characteristics (Asendorpf and Aken, 2003) a mediating role of interest can be hypothesized to explain the association of openness and English achievement. We aimed to test this hypothesis concentrating on writing skills, as productive foreign language competencies have rarely been examined in the European context.
Method
Sample
Our study is based on a longitudinal sample of N = 2,722 students in upper secondary education in Germany and Switzerland. Data were collected at the beginning and end of school year 11.
Measures
We assessed openness (BFI-K; Rammstedt & John, 2005; α = .71) and domain-specific interest (Trautwein et al., 2012; α = .82). To measure writing skills, we used writing tasks from TOEFL iBT (see Burstein, Tetreault & Madnani, 2013). Each text was scored by two human raters and an automated scoring engine (e-rater, ETS).
Statistical analyses
The analyses were done in three steps. First, we tested for direct effects of openness on writing achievement. Second, we tested whether the effects of openness on writing were mediated by English interest. Third, we repeated the analyses predicting change in writing skill over the course of the school year. Both interest and openness were modeled as latent variables with multiple indicators. We took account of the hierarchical structure of the data with students nested in classrooms by computing robust standard errors. We used cognitive ability, SES, country and gender as covariates.
Results
Our results show openness to predict writing achievement and change in writing achievement (see Table 1, model I and II). Domain-specific interest fully mediates this relationship (see Table 2, model I). Domain-specific interest also mediates the relationship of openness and English achievement when controlling for prior achievement, predicting change over the course of one school year (see Table 2, model II).
Discussion
In this paper we reflected the learners’ perspective on the development of EFL writing skills. Our results show that individual differences in personality and motivation matter, even when predicting change over the course of a school year. This is impressive considering the typically rather small effect sizes in change over the school year at this stage of education. We discuss the results in view of practical implications in the language classroom. For example, if a stronger interest in EFL is relevant for English achievement and can explain the effects of openness to experience, fostering interest might help improving writing performance.

Authors

• Jennifer Meyer, Leibniz Institute for Science and Mathematics Education

• Johanna Fleckenstein, Pädagogische Hochschule FHNW

• Olaf Koeller, Leibniz Institute for Science and Math Education