摘要：AbstractThe ability to write in English is considered to be a major asset to the students majoring in English as a second/foreign language (L2). However, not all the students enjoy the same level of L2 writing ability in spite of the courses they take at the university. Previous research has yielded contradictory results regarding factors that may contribute to L2 learners’ writing performance. Following the above line of research, the present study aimed at exploring correlates of L2 writing ability of Iranian students majoring in English and the way their writing scores might be affected by their L2 proficiency, writing apprehension, emotional intelligence, writing strategy use, as well as their experience in taking writing courses. The data were gathered from 62 junior students majoring in English Language and Literature at Shiraz University. The students were asked to do three writing tasks and the average scores they obtained were considered as an estimate of their L2 writing ability. In addition, they took a language proficiency test as well as the test and questionnaires measuring the variables under study. The data thus collected were subjected to correlational analyses and multiple regression. Although significant correlations were found between some factors such as emotional intelligence and writing apprehension or past experience in taking writing courses and writing apprehension, only L2 proficiency and experience in taking writing courses significantly predicted the participants’ writing ability. Accordingly, instructors of L2 writing courses are recommended to first assist students in promoting their language proficiency and also to exercise more caution while responding to learner writers’ attempts at developing their writing ability.
关键词：L2 writing;proficiency;emotional intelligence;writing apprehension;writing strategy use
