L1 and L2 writing is a frequently researched topic, especially in the cultures where a high level of writing proficiency is required for advancement to a higher level of schooling. However, the question of systematic development of writing over a longer period of time is still open. In Slovenian primary schooling, the questions related to the instruction of English as a Foreign Language are shifting from listening and speaking to reading and writing, phoneme-grapheme matching, writing motivation, language input prior to writing (type, quantity), the type of the writing task (open vs. closed), assessment of writing (holistic vs. analytic scales), teachers' beliefs and learning strategies. The main aim of this research is to explain the dependence of writing of young learners in the context of Slovenian primary schooling (sixth grade) on various factors. So far, research has been focused mostly on learning L1 by elder students and adults, whereas there has been no deeper research of L2 writing in foreign as well as Slovenian literature with young learners. The research is quantitative. A multiple regression analysis has been used to develop a regression model of writing in English with 12-year old students at the end of their sixth class of primary school. The sample is representative including sixth class students as the upper age limit of young learners. The sample is random taking into account geographical scatter in Slovenia. The relatedness of the selected linguistic, sociocultural and motivational variables, and the variables of writing task characteristics to the students' success in writing have been studied. The final model is assembled of eleven non-linguistic variables and explains 40,6 % of the variance in the students' writing performance. The variables are number of books in Slovenian at students' homes, maternal education, time spent for learning before an English test, students' exposure to visits of classes from an English speaking country, exposure to foreign language competitions at school, students' preference of text types assigned for writing, students' self-evaluation of their writing in English, their well-being during writing in English at school, students' perceived difficulty of writing in English, students' perceived usefulness of writing in English, and their exposure to English in students' home environment. Linguistic variables are analysed separately. The model represents a unique contribution to science in Slovenia and abroad. As such it is a basis for further research of foreign language writing ability, its better understanding and applicative recommendations at all levels of education leading to an improvement of foreign language writing performance. Thereby, it represents better future career possibilities for all final users of foreign languages. The results of linguistic variables represent a basis for a possible improvement of the EFL national assessment system and didactic improvement in the field of foreign language education.
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