Factors of Second Language Writing Accuracy: The Role of First Language and Informal English Exposure Among Senior High School Students
DOI:
https://doi.org/10.69569/jip.2026.009Keywords:
First language background, Informal English exposure, Negative transfer, Second language writing, Writing accuracyAbstract
Despite formal pedagogical interventions, emergent bilinguals persistently struggle with English writing accuracy due to first language (L1) negative transfer. While informal English exposure through digital media improves general second-language (L2) proficiency, its specific capacity to moderate L1 structural influence during writing remains underexplored. Addressing this gap, this study examines the relationships among L1 background, informal English exposure, and writing inaccuracy. This study employed a predictive-correlational design with a stratified random sample of 77 senior high school students. Researchers collected data using a validated scale for informal English exposure and a diagnostic error analysis of 250–350-word L2 compositions to measure omission, insertion, substitution, misinformation, misordering, and syntactic errors. Structural equation modeling revealed that L1 influence significantly predicted higher writing inaccuracy (β = .34, p < .001), confirming negative transfer effects. Conversely, informal English exposure had a significant negative direct effect on writing errors (β = -.42, p = .003). Crucially, informal exposure significantly moderated the relationship between L1 background and writing inaccuracy, buffering the detrimental effects of L1 interference. These findings demonstrate that out-of-class English engagement actively mitigates cross-linguistic errors, offering critical implications for integrating informal digital learning into formal ESL writing instruction.
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