The Effects of Peer Feedback on L2 Students’ Writing Motivation: An Experimental Study in China

Weng, Fanrong; Ye, Shelly Xueting; Xue, Weihe

doi:10.1007/s40299-022-00669-y

Cited by 8 publications

(4 citation statements)

References 40 publications

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“…The reason could be that as students become adept at utilizing assessments for learning purposes—such as understanding their language proficiency, setting objectives, and preparing for language assessments—they experience a stronger sense of accomplishment and joy, ultimately enhancing their L2 intrinsic motivation. This finding aligns with the findings of previous studies, which indicate that using assessment approaches for learning could contribute to students’ intrinsic motivation ( Pat-El et al, 2012 ; Zoghi and Malmeer, 2013 ; Weng et al, 2023 ).…”

Section: Discussionsupporting

confidence: 92%

“…L2 motivation plays a vital role in L2 learning, and it is challenging for students with insufficient motivation to achieve their long-term goals ( Dörnyei, 1998 ). Numerous studies have identified the factors that influence students’ L2 motivation, such as exams ( Sugita, 2007 ; Nakata, 2010 ), the delivery methods of course material ( Henry, 2019 ; Chen, 2020 ; Chen and Kent, 2020 ), learning environment and pedagogy ( Yu and Geng, 2020 ; Weng et al, 2023 ), and teachers’ interpersonal variables and behaviors ( Yélamos-Guerra et al, 2022 ). The abovementioned factors are relevant to teachers’ instructional approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Weng,

Liu

2024

Front. Psychol.

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IntroductionThis research aims to investigate the impact of students’ language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language.MethodsTo achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students’ levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students’ proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students’ LAL proficiency can predict their levels of test anxiety and motivation.ResultsThe findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students’ extrinsic motivation. Furthermore, students’ understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students’ LAL did not significantly predict test anxiety.DiscussionThese findings emphasize the significance of enhancing students’ LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students’ motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students’ anxiety in language assessments.

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Weng,

Liu

2024

Front. Psychol.

Self Cite

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“…In addition, the fact that feedback can only be provided during the research period shows that online collaborative environments are insufficient to support the formation of permanent motivation in students . Weng et al (2022) also experienced that shortterm feedback is insufficient to reduce students' anxiety.…”

Section: Introductionmentioning

confidence: 99%

“…This may harm the motivation level of students (Wheeler et al, 2008). Students may want to write a perfect paper or get constructive comments not to lose their friends' esteem (Weng et al, 2022). Therefore, the fact that their writings are openly visible can put pressure on students.…”

Section: Introductionmentioning

confidence: 99%

A study on enhancing writing motivation using collaborative technologies

2023

JALT

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Writing education in the mother tongue is one of the issues that should be emphasized. However, writing motivation does not appear to be a frequently studied topic. The purpose of this study is to examine the effects of wiki-supported, blog-supported and traditional classroom writing activities on the writing motivation of secondary school students. For this purpose, experimental research methods were used. As the procedure, a quasi-experimental design with pretest-posttest control groups was used. Data collection tools were administered to three groups, two experimental and one control group, before and after the experiment. A two-factor ANOVA for the mixed measures procedure was applied to analyze the data. The results showed that Wikis or blogs did not have statistically different effects on writing motivation. The results of the research are important in terms of showing that changing the motivation variable is not possible only with the use of technological tools.

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The Impact of Peer Feedback on Student Learning Effectiveness: A Meta-analysis Based on 39 Experimental or Quasiexperimental Studies

Li,

Yang,

Yang

2024

Communications in Computer and Information Science

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The Effects of Peer Feedback on L2 Students’ Writing Motivation: An Experimental Study in China

Cited by 8 publications

References 40 publications

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

Exploring second language students’ language assessment literacy: impact on test anxiety and motivation

A study on enhancing writing motivation using collaborative technologies

The Impact of Peer Feedback on Student Learning Effectiveness: A Meta-analysis Based on 39 Experimental or Quasiexperimental Studies

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