Motivational Regulation for Learning English Writing Through Zoom in an English-Medium Instruction Context

Abstract

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Roles of Context in L2 Learners’ Self-Regulatory Actions: The Case of Videoconference-Based EFL Writing Course

“…In a recent study of Korean EFL learners' motivational regulation in a ZOOM writing class, J. Kim and V. Kim (2021) investigated how learners manifest their motivational regulation strategies in accordance with their perceptions of the imminent learning context. They found that the high proficiency group valued the synchronous online platform and the university-wide policy of English-medium instruction (EMI) significantly more than the low proficiency group.…”

“…The significant correlation between students' use of motivational regulation strategies and their perceptions of contextdependent factors highlighted the importance of situating motivational regulation strategies in a context-specific environment (J. Kim and V. Kim 2021). Further research is still needed which diversifies learner variables in design, such as proficiency levels, and extends the scope to the EFL instructors-their views of the context and learner autonomy.…”

“…Motivational regulation, central to self-regulated learning (SRL) theory, has been shown it to be critical to the success of EFL learning experiences, including EFL writing (J. Kim and V. Kim 2021, Tang 2012, Teng and Zhang 2016. Notably, EFL learners' motivational regulation has been found to vary according to two main factors: learners' individual proficiency level (Teng et al 2020) and their personalized reactions to specific contextual factors such as an online learning environment and a foreign language policy (J.…”

“…Notably, EFL learners' motivational regulation has been found to vary according to two main factors: learners' individual proficiency level (Teng et al 2020) and their personalized reactions to specific contextual factors such as an online learning environment and a foreign language policy (J. Kim and V. Kim 2021). These studies have called for further research which identifies the relationship between context-bound factors and EFL writing motivation.…”

Islamic junior high school students’ English proficiency test scores and their L2 motivational self-system: a correlational study

“…Recently, many scholars (see Lamb, 2017;Nguyen, 2022;Roshandel et al, 2018) have argued that motivation is one of the factors increasing individuals' achievements. Therefore, it could be classified that motivation is one of the foremost disciplines of target language acquirement (Huhtala & Kursisa, 2019; Journal on English as a Foreign Language, 13(1), 218-241 p-ISSN 2088-1657; e-ISSN 2502-6615 Kim & Kim, 2021;Ling-Xia, 2019;Oz & Bursali, 2018;Setiyadi et al, 2019). Additionally, motive learning and accomplishment are objects that could not be parted.…”