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.
Highlights
For learners to effectively self-regulate their learning, they need to self-generatively, reflectively, and strategically engage in academic tasks (Zimmerman, 2000)
The current study further shows that ideal L2 writing self can directly contribute to learners’ engagement with written corrective feedback (WCF) (β = .26), a crucial empirical result that supports the finding of Oyserman et al.’s (2002) research and Chan’s (2014) argument
Learning to write in another language is a daunting task for most English language learners because of the complex interplay of various cognitive, linguistic, and psychological factors (Berdanier & Lenart, 2020)
Summary
For learners to effectively self-regulate their learning, they need to self-generatively, reflectively, and strategically engage in academic tasks (Zimmerman, 2000). In the field of second language writing, a similar view is held by researchers, and the general consensus is that for written corrective feedback (WCF) to be effective, students should respond to or engage with it (Ellis, 2010; Hyland & Hyland, 2006; Ma, 2020). Research on student engagement with feedback in L2 writing still remains largely under-explored (Zhang & Hyland, 2018), and, in particular, the way in which learner engagement with WCF may be influenced or regulated by their motivation has yet to be systematically examined.
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