Table 3 Transfer of language features and writing processes across academic writing settings

Use of Basic sentence structure

81%

µ = 13.67, P = .005)

86%

µ = 21.57, P = .003

83%

(µ = 13.67, P = .017)

77%

(µ = 2.55, P = .0385)

82%

(µ = 3.76, P = 0.002)

93%

(µ = 2.23, P = .002)

Use of Coordinating conjunctions

68%

(µ = 6.52, P = .026)

76%

(µ = 10.72, P = .016)

71%

(µ = 3.16, P = .028)

72%

(µ = 2.67, P = .0217)

52%

(µ = 9.57, P = .0385)

72%

(µ = 5.67, P < .0173)

Use of Correlatives

58%

(µ = 4.33, P = .0311)

62%

(µ = 3.42, P = .0298)

69%

(µ = 3.67, P = .0256)

61%

(µ = 5.67, P = .0301)

51%

(µ = 25.87, P = .0478)

52%

(µ = 4.24, P = 0.048)

Use of Adverbial conjunctions

57%

(µ = 4.73, P = .038)

65%

(µ = 4.56, P < .031)

67%

(µ = 3.89, P = .028)

61%

(µ = 5.67, P = .034)

51%

(µ = 25.87, P = .047)

52%

(µ = 4.24, P < 0.048)

Use of Subordinate conjunctions and appositives

76%

(µ = 25.17, P = .001)

80%

(µ = 56.76, P = .018)

78%

(µ = 31.89, P = 0.028)

82%

(µ = 2.11, P < 0.018)

76% (µ = 7.67, P = .021)

53%

(µ = 5.27, P = .042)

writing processes and strategies for disciplinary writing

13%

µ = 1.89, P = .81

14.5%

µ = 2.11, P = .78

14%

µ = 2.01, P = .81

12%

µ = 2.42, P = .87

13.5%

µ = 2.11; P = .78

11%

µ = 1.31; P = .88

Discourse types and structures in disciplinary writing

22%

µ = 2.22, P = .64

24%

µ = 2.31, P = .68

21%

µ = 2.21, P = .66

23%

µ = 2.23, P = .68

19%

µ = 2.01, P = .77

18%

µ = 1.96, P = .82

Vocabulary

22%

µ = 2.22; P = .65

22.5%

µ = 2.23, P = .66

21%

µ = 2.01, P = .68

18%

µ = 1.96; P = .74

16%

µ = 2.21; P = .75

12%

µ = 1.87, P = .76