The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance
Saved in:
| Title: | The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task Performance |
|---|---|
| Authors: | N/A |
| Committee Members: | Eom, Mijin (author); Papi, Mostafa (professor directing dissertation); Leeser, Michael J. (university representative); Hiver, Philip V. (committee member); Jakubowski, Elizabeth M. (committee member); Florida State University (degree granting institution); College of Education (degree granting college); School of Teacher Education (degree granting departmentdgg) |
| Summary: | This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs. locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic performance of writing, touching a highly controversial issue in the task based language instruction, in terms of complexity, accuracy, and fluency (CAF). In an experiment, 55 college EFL learners were asked to complete the regulatory focus and mode questionnaires, and then to perform two writing tasks with varying task complexity; picture description task and argumentative writing task. For analysis, learners' regulatory foci and modes were evaluated, and learners' writing performances were assessed with three CAF measures. Correlation analyses revealed 1) the positive correlation between the level of assessment and lexical complexity 2) the negative correlation between the level of prevention and all measures of CAF, and 3) the negative correlation between the level of locomotion and accuracy. In order to analyze differences among the four groups divided by the predominance of RF/RM, the One-way ANOVA was conducted. The results revealed the significant mean differences in fluency and complexity across groups. In the analysis testing the effect of task complexity, the Paired sample t-test revealed learners significantly increased fluency and lexical complexity but no change in accuracy. However, the patterns determined from the individual group data were somewhat different from those obtained from the pooled group data. In addition, the results of the analysis of disaggregated data using 4x2 Repeated-measures ANOVA showed a significant main effect of task complexity on the measures of lexical complexity and again a significant main effect of regulatory orientations on the measure of fluency. The results of this study provided empirical support for establish theory and important implications for Second Language (L2) learning and development. |
| Database: | OpenDissertations |
| Abstract: | This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs. locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic performance of writing, touching a highly controversial issue in the task based language instruction, in terms of complexity, accuracy, and fluency (CAF). In an experiment, 55 college EFL learners were asked to complete the regulatory focus and mode questionnaires, and then to perform two writing tasks with varying task complexity; picture description task and argumentative writing task. For analysis, learners' regulatory foci and modes were evaluated, and learners' writing performances were assessed with three CAF measures. Correlation analyses revealed 1) the positive correlation between the level of assessment and lexical complexity 2) the negative correlation between the level of prevention and all measures of CAF, and 3) the negative correlation between the level of locomotion and accuracy. In order to analyze differences among the four groups divided by the predominance of RF/RM, the One-way ANOVA was conducted. The results revealed the significant mean differences in fluency and complexity across groups. In the analysis testing the effect of task complexity, the Paired sample t-test revealed learners significantly increased fluency and lexical complexity but no change in accuracy. However, the patterns determined from the individual group data were somewhat different from those obtained from the pooled group data. In addition, the results of the analysis of disaggregated data using 4x2 Repeated-measures ANOVA showed a significant main effect of task complexity on the measures of lexical complexity and again a significant main effect of regulatory orientations on the measure of fluency. The results of this study provided empirical support for establish theory and important implications for Second Language (L2) learning and development. |
|---|
