Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance

Abstract

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners

“…The relationship was also tested in English writing instruction. Tsao et al (2021) exhibited that Chinese undergraduate students’ intrinsic motivation to learn English writing was predictive of students’ engagement in written corrective feedback.…”

“…In recent years, SLA research has experienced an affective turn ( Pavlenko, 2013 ). Accordingly, in addition to focusing on how to initiate and sustain more self-determined types of motivation in learners, a host of SDT-related studies has examined the relationships between EFL motivation and other psychological variables and shown its significant association with student engagement (e.g., Chen and Kraklow, 2015 ; Oga-Baldwin and Nakata, 2017 ; Tsao et al, 2021 ), anxiety (e.g., Khodadady, 2013 ; Alamer and Almulhim, 2021 ), self-confidence (e.g., Lou and Noels, 2021 ), and willingness to communicate (e.g., Peng and Woodrow, 2010 ; Joe et al, 2017 ; Lin, 2019 ). However, there is a paucity of research on the relationships between self-determined motivation and positive character strengths (e.g., academic buoyancy) as well as emotions other than anxiety (e.g., boredom), which have emerged as salient topics in current SLA research.…”

The Effect of L2 Self-Guides and Autonomous Motivation on L2 Motivated Behavior

“…Interplay of Autonomous Motivation Based on Self-Determination Theory and L2 Self-Guides in the 2 3 2 Model McEown et al (2014) view that considering the theories together may help offer a comprehensive and richer way to understand motivation and language learning. In this respect, several studies comparing SDT and L2MSS have been conducted (McEown et al, 2014;Nishida, 2013;Takahashi & Im, 2020;Tsao et al, 2021;Yashima, 2009). In his paper on L2MSS, Do¨rnyei (2009) assumed that more extrinsic or controlled motivation would be related to ought-to L2 self and less extrinsic or more autonomous motivation to ideal L2 self, indicating that there may exist considerable conceptual similarities between the constituents of the two theories.…”

Exploring L2 Engagement: A Large-Scale Survey of Secondary School Students

“…There has been long on theoretical debates but short on empirical evidence concerning the dimensionality of engagement. Some researchers argue for the unidimensional structure ( Johnson et al, 2001 ; Skinner et al, 2009 ; Meng and Jin, 2017 ; Tsao et al, 2021 ), two ( Green et al, 2007 ; Brutt-Griffler and Jang, 2019 ), three ( Wang and Degol, 2014 ) or even four dimensions ( Fredericks et al, 2016 ; Philp and Duchesne, 2016 ; Wang et al, 2016 ). For example, Green et al (2007) conceptualised engagement as a bidimensional construct with one affective (i.e., positive attitudes towards school) and one behavioural (i.e., absenteeism, homework completion and class participation) component.…”