Predicting writing skills from spoken skills of ESL learners

[Truncated abstract] The study focuses on spoken and written skills in second language performance. The subjects in the study were a sample of second language (ESL) high school students in Year 12.

The study addressed the question of relationships between spoken and written skills in second language learning. The main questions were the predictability of written language from spoken language performance and the identification of the particular spoken skills which influence written language performance.

Spoken and written language tests which varied substantially were administered to assess the students' proficiency in the two skills. Spoken language scores were compared statistically with written language scores. The procedure first established the underlying dimensionality in spoken variables using factor analysis, secondly, linearity of scores between spoken and written language skills was assessed, next, a correlation matrix identified the spoken language skills which had a significant relationship to written performance and finally, the stepwise multiple regression indicated the amount of contribution spoken skills of grammar, lexical and semantic features, vocabulary, pronunciation and communicative skills made to written language performance.