Research Paper on Authorial Voice Strength in L2 Argumentative Written Task Performances: Text Quality Contributing Components

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Title: Authorial Voice Strength in L2 Argumentative Written Task Performances: Text Quality Contributing Components

Abstract: This study’s two main goals were to (a) assess Iranian L2 authors’ authorial voices and (b) assess the relationship between L2 learners’ authorial voices and their level of performance on argumentative writing tasks. These goals were both achieved by evaluating the degree of the authorial voice among Iranian second-language (L2) writers. Samples of argumentative writing were submitted by 129 upper-intermediate ESL students enrolled in writing classes. Two raters rated these instances using an analytical voice rubric in order to gauge the learners’ overall voice power. The overall effect of the author’s voice on the arguments that were developed was also carefully evaluated by the raters. Using the TOEFL grading scale, the arguments’ potency was evaluated. The descriptive data showed that the learners’ arguments had a low degree of voice strength, despite the fact that the findings of the multiple regression analysis (MRA) suggested favorable connections between voice strength and two of its dimensions and the quality of the writings. The Multiple Correspondence Analysis (MCA) results demonstrate a relationship between low voice strength and low and midlevel writing quality as well as the preponderance of high and midvoice strength in students with high writing competence. The presence element of authorial voice was shown to be the most difficult for L2 learners, despite a Differential Item Functioning (DIF) study showing that the difficulty of the three voice dimensions did not substantially differ among genders. This stayed true even though an IRT research determined that the “presence” component was the most difficult. This study looked at the corpus of research on writing in English as a second language in an Iranian context.

Keywords: Argumentative writing, L2 writing quality, analytical rubric, authorial voice

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Subject: ELT – English Language Teaching

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