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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
Language: English
Authors: Eom, Mijin, Papi, Mostafa
Source: English Teaching. Spr 2022 77(1):41-66.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Correlation, Learning Motivation, Literary Genres, Writing Skills, Accuracy, Language Usage, Syntax, Writing Evaluation, Phrase Structure, Essays, Undergraduate Students, Individual Differences, Metacognition, Pictorial Stimuli, Persuasive Discourse, Foreign Countries, Language Tests, Scores, Learning Experience
Geographic Terms: South Korea
Assessment and Survey Identifiers: Test of English as a Foreign Language
ISSN: 1017-7108
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1343000
Database: ERIC
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  Data: Interplay of a Learner's Regulatory Focus and Genre on Second Language Writing
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  Data: <searchLink fieldCode="AR" term="%22Eom%2C+Mijin%22">Eom, Mijin</searchLink><br /><searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink>
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
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  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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 41
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Literary Genres
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      – SubjectFull: Writing Skills
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      – SubjectFull: Accuracy
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      – SubjectFull: Language Usage
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      – SubjectFull: Syntax
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Phrase Structure
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      – SubjectFull: South Korea
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