Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing.
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| Title: | Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing. |
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| Authors: | Eom, Mijin1, Papi, Mostafa2 eommijin05@gmail.com |
| Source: | English Teaching. Spring2022, Vol. 77 Issue 1, p41-66. 26p. |
| Subject Terms: | *Motivation (Psychology), *Second language acquisition, *Language & languages, *English as a foreign language, *Individual differences |
| Abstract: | Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed. [ABSTRACT FROM AUTHOR] |
| Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 156559158 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Eom%2C+Mijin%22">Eom, Mijin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><relatesTo>2</relatesTo><i> eommijin05@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22English+Teaching%22">English Teaching</searchLink>. Spring2022, Vol. 77 Issue 1, p41-66. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of English Teaching is the property of Korea Association of Teachers of English and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15858/engtea.77.1.202203.41 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 41 Subjects: – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Language & languages Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Individual differences Type: general Titles: – TitleFull: Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Eom, Mijin – PersonEntity: Name: NameFull: Papi, Mostafa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10177108 Numbering: – Type: volume Value: 77 – Type: issue Value: 1 Titles: – TitleFull: English Teaching Type: main |
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