Mastering the skill of writing from multiple sources is essential for university students. Against today's multilingual backdrop, students not only need to engage with various sources but may also encounter materials in different languages. However, most existing research on source-based writing has focused on monolingual contexts, leaving us with a limited understanding of how students integrate cross-linguistic sources in their writing. To address this gap, we conducted a preliminary exploration of language use in the context of writing an English text based on a series of Chinese (L1) and English (L2) sources among 33 university students in Hong Kong. By utilising multiple methods (i.e., writing logs, questionnaires, and interviews), we examined students' language use as reflected in their access to sources in different languages and their self-reported writing processes. The results did not show a significant difference in the use of L1 and L2 in integrating sources, despite the final written text being in L2. Additionally, we found that the two languages dynamically interacted with each other, supporting different stages of the writing process. The study also provides pedagogical implications for source-based writing in a bilingual context. Copyright © 2024 Published by Elsevier Ltd.

Integrated writing is increasingly used in language assessment programmes. As a hybrid task, it requires students to coordinate different language skills, i.e. listening, reading and writing, to retrieve information from multiple sources, and compose an essay for a specific purpose. Tapping into the varied skills that contribute to successful integrated writing is especially beneficial for low proficiency students. However, the mechanisms underlying the impact of these skills on integrated writing performance have yet to be thoroughly studied. This study sampled 103 first-year undergraduate students in Hong Kong who showed relatively low proficiency in Chinese language. They completed three independent tasks measuring their listening, reading, and writing skills; an integrated listening-reading-writing task; and an integrated writing strategy use questionnaire. The results indicated that together, the independent skills accounted for 29.5% of the variance in integrated writing performance, suggesting that integrated writing is a skill that goes far beyond the simple combination of listening, reading, and writing. Independent writing showed the strongest correlation with integrated writing, while both independent listening and independent writing exerted direct and indirect effects on integrated writing performance. However, the effect of reading on integrated writing performance was insignificant, even though the two were significantly correlated. These results offer insights into the complex relationships between the skills. The findings enrich our understanding of the construct of integrated writing, as well as suggest strategies for teaching less proficient learners. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

Integrated writing skills that emphasize integrated use of language skills and multiple source materials have attracted increasing attention in language education globally and locally in Hong Kong. This study examines teachers’ conceptions of integrated writing skills and interviewed twenty-five Chinese language teachers. Three conceptions emerged from the data, representing writing as a composite of disconnected parts (Category1), a logical inquiry (Category 2), and a developmental process (Category 3). As the categories move up, the alignment between teachers’ conceptions and the curriculum objectives increases accordingly, with the purpose of writing instruction ranging from fulfilling examination requirements, enhancing reasoning skills, to developing integrated use of language skills. The findings also reveal that although the development of integrated writing skills has been a critical component of the Chinese language curriculum since the first public examination in 2007, teachers’ receptivity toward it still varied greatly. Insufficient professional training, the legitimacy of integrated writing as a curriculum component, and the fossilization of the public examination were the factors that accounted for the differing attitudes among the teachers. The discourse of integrated writing in the Hong Kong context has been centered around high-stakes testing. The unbalanced discourse resulted in an oversimplified view that conflated the teaching and learning of integrated writing with integrated writing assessment. The study contributes to the conversation between integrated writing curriculum, instruction, and assessment. Implications for teacher professional development are discussed. Copyright ©Springer Netherlands.