Integrating adaptive learning and expectancy-value theory of motivation to enhance L2 learners' writing achievement, error tolerance, and feedback tolerance.
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| Title: | Integrating adaptive learning and expectancy-value theory of motivation to enhance L2 learners' writing achievement, error tolerance, and feedback tolerance. |
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| Authors: | Rad, Hanieh Shafiee1 haniyeshafieerad@gmail.com, Alipour, Javad2, Jafarpour, Aliakbar3, Hashemian, Mahmood4 |
| Source: | Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-42. 42p. |
| Subject Terms: | *Second language acquisition, *Instructional systems, *Written communication, *Teaching methods, *Motivation (Psychology), Expectancy-value theory |
| Abstract: | This study examines the effects of integrating adaptive learning (AL) and expectancyvalue theory of motivation (EVTM) interventions on second language (L2) learners' writing skills, error tolerance (ET), and feedback tolerance (FT). By investigating integration of EVTM instruction within AL environments, the study addresses the need to harness the transformative potential of adaptivity and EVTM in language learning, contributing to effective pedagogical approaches that promote students' writing proficiency and resilience. A total of 120 intermediate-level English proficiency students were randomly assigned to two experimental groups (ALapplication use and AL-application use enriched with EVTM instruction) and one control group (technology-enhanced non-AL application use). The study employed writing tasks, ET, FT, EVTM questionnaires, and semi-structured interviews as data collection instruments. Findings indicate that the AL application significantly improves participants' writing outcomes, ET, and FT. Moreover, integration of EVTM interventions within AL environments enhances not only writing skills, ET, and FT but also EVTM. Furthermore, qualitative results suggest a positive impact of AL and EVTM interventions on students' learning processes. Results highlighted that integration of AL and EVTM instruction enhances students' motivation, beliefs, and metacognitive awareness, provides personalized instruction and immediate feedback, and creates a comprehensive and supportive learning environment. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) 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: 192754570 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integrating adaptive learning and expectancy-value theory of motivation to enhance L2 learners' writing achievement, error tolerance, and feedback tolerance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rad%2C+Hanieh+Shafiee%22">Rad, Hanieh Shafiee</searchLink><relatesTo>1</relatesTo><i> haniyeshafieerad@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Alipour%2C+Javad%22">Alipour, Javad</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Jafarpour%2C+Aliakbar%22">Jafarpour, Aliakbar</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hashemian%2C+Mahmood%22">Hashemian, Mahmood</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2026, Vol. 21, p1-42. 42p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Expectancy-value+theory%22">Expectancy-value theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the effects of integrating adaptive learning (AL) and expectancyvalue theory of motivation (EVTM) interventions on second language (L2) learners' writing skills, error tolerance (ET), and feedback tolerance (FT). By investigating integration of EVTM instruction within AL environments, the study addresses the need to harness the transformative potential of adaptivity and EVTM in language learning, contributing to effective pedagogical approaches that promote students' writing proficiency and resilience. A total of 120 intermediate-level English proficiency students were randomly assigned to two experimental groups (ALapplication use and AL-application use enriched with EVTM instruction) and one control group (technology-enhanced non-AL application use). The study employed writing tasks, ET, FT, EVTM questionnaires, and semi-structured interviews as data collection instruments. Findings indicate that the AL application significantly improves participants' writing outcomes, ET, and FT. Moreover, integration of EVTM interventions within AL environments enhances not only writing skills, ET, and FT but also EVTM. Furthermore, qualitative results suggest a positive impact of AL and EVTM interventions on students' learning processes. Results highlighted that integration of AL and EVTM instruction enhances students' motivation, beliefs, and metacognitive awareness, provides personalized instruction and immediate feedback, and creates a comprehensive and supportive learning environment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) 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: 10.58459/rptel.2026.21040 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 42 StartPage: 1 Subjects: – SubjectFull: Second language acquisition Type: general – SubjectFull: Instructional systems Type: general – SubjectFull: Written communication Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Expectancy-value theory Type: general Titles: – TitleFull: Integrating adaptive learning and expectancy-value theory of motivation to enhance L2 learners' writing achievement, error tolerance, and feedback tolerance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rad, Hanieh Shafiee – PersonEntity: Name: NameFull: Alipour, Javad – PersonEntity: Name: NameFull: Jafarpour, Aliakbar – PersonEntity: Name: NameFull: Hashemian, Mahmood IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 21 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
| ResultId | 1 |
