The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback

Abstract

Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback. For this study, 158 Taiwanese college sophomores participated in a survey that comprised three questionnaires. Results demonstrated that intrinsic motivation and different types of writing anxiety predicted English as foreign language learners' evaluative judgments of teacher and peer feedback. The findings have implications for English-writing instruction.

Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

“…The quality of notice (Qi & Lapkin, 2001) and the extensiveness of learner engagement may contribute to writing outcomes. Furthermore, Tsao et al (2017) found that learners' intrinsic motivation and anxiety about writing tests and making mistakes could predict their self-evaluative judgments of teacher and peer WCF. Student preferences for teacher feedback either on local or on global errors were also discovered in previous studies (Hedgcock & Lefkowitz, 1994;Horbacauskiene & Kasperaviciene, 2015).…”

“…The 10 items were adapted from Tsao et al (2017) to assess learners' engagement with teacher and peer WCF due to its focus on five major types of errors: (1) technical details (i.e., contractions, capitalization, and punctuation), (2) grammatical rules, (3) vocabulary/collocations, (4) content, and (5) organizational structure. The first three items in each scale were related to local errors (i.e., technical details, grammar, and vocabulary/collocations), and the other two were related to global errors (i.e., content, and organizational structure).…”

Interrelationships between Writing Anxiety Dimensions and Writing Goal Orientation among Iraqi EFL Undergraduates

“…Besides that, writing skill acts for the most demanding skill since it can only be controlled across learning in comparison with the other three skills: speaking, reading and listening (Zailaini et al, 2015). Some academics contended that writing is not only seen as a cognitive activity, yet it is also perceived as an emotional activity (Pajares & Valiante, 1997;Tsao et al, 2017). Consequently, it is highly connected with some affective variables, for instance, debilitating writing anxiety, facilitating writing anxiety and writing achievement motivation.…”

“…Consequently, it is highly connected with some affective variables, for instance, debilitating writing anxiety, facilitating writing anxiety and writing achievement motivation. These aforementioned affective variables are deemed contributing factors of learning and outcome (Cheng, 2004;Tsao et al, 2017).…”

“…Some associated studies have also asserted that such factors affected EFL students' behavior that might steer to an unsatisfactory performance (Pajares & Valiante, 2008;Erkan & Saban, 2011). These affective factors such as lack of facilitating anxiety, motivation, and debilitating anxiety have been detected as negatively influencing EFL learners' writing performance in various studies (Chea & Shumow, 2017;Cheng, 2004;Senko et al, 2011;Schunk & Pajares, 2009;Tsao et al, 2017). However, some academics have mainly asserted that high values of facilitating anxiety and achievement motivation could enrich writing performance while high values of debilitating anxiety may influence writing performance adversely (Pajares & Valiante, 2008;Sabti et al, 2016;Schunk & DiBenedetto, 2016).…”