Abstract
With the growing body of research on writing feedback and the recognition of the critical role of writing motivation, controversy has emerged over the motivational function of feedback in second language (L2) writing contexts. To provide further evidence for the impact of different feedback practices on L2 learners’ writing motivation, the present meta-analysis synthesizes the results of 13 quantitative studies on the relationship between feedback and L2 writing motivation. It examines the effect of different feedback practices on L2 learners’ writing motivation and the variables moderating the effectiveness of those feedback practices. The results show that feedback generated from multiple sources has the greatest motivational function in L2 writing, followed by single-source feedback, including peer feedback, teacher feedback, and automated feedback. Moderator analysis indicates that feedback type is a statistically significant variable moderating the effectiveness of feedback. In light of the findings, implications for L2 writing instruction and future L2 writing research are discussed.
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