The relationship between adult e-Learners’ English learning experiences and their performance on writing tasks

This study aims to examine the relationship between adult e-Learners’ English learning experiences and their performance on writing tasks. A total of 249 cyber university students took a writing diagnostic test which was composed of seven tasks and responded to a questionnaire regarding their own English learning experiences. The data were analyzed using Chi-square tests of association. The main findings are as follows: 1)‘attending schools’ is not significantly associated with any writing tasks. 2)‘attending private lessons’ is significantly associated with some of the writing tasks. 3)‘staying in English speaking countries’, ‘watching English videos’,‘writing English emails or other documents’, and‘speaking with English native speakers’are very strongly associated with all writing tasks. Lastly, ‘memorizing English words’ is marginally associated with some writing tasks. Findings and implications are further discussed.