File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1177/1362168820957024
- Scopus: eid_2-s2.0-85091351017
- WOS: WOS:000572756400001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: The impact of L2 writing instructional approaches on student writing motivation and engagement
Title | The impact of L2 writing instructional approaches on student writing motivation and engagement |
---|---|
Authors | |
Keywords | instructional approach process-oriented approach writing motivation and engagement genre-oriented approach |
Issue Date | 2020 |
Citation | Language Teaching Research, 2020 How to Cite? |
Abstract | While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited impact on motivation. The genre-oriented approach emerged as the one that best promoted students’ adaptive motivation and engagement in L2 writing. The findings shed light on the motivational potentials of various L2 writing pedagogies and provided insights for how students’ writing motivation and engagement can be promoted with relevant L2 writing instructional approaches. |
Persistent Identifier | http://hdl.handle.net/10722/303699 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.738 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yu, Shulin | - |
dc.contributor.author | Jiang, Lianjiang | - |
dc.contributor.author | Zhou, Nan | - |
dc.date.accessioned | 2021-09-15T08:25:50Z | - |
dc.date.available | 2021-09-15T08:25:50Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Language Teaching Research, 2020 | - |
dc.identifier.issn | 1362-1688 | - |
dc.identifier.uri | http://hdl.handle.net/10722/303699 | - |
dc.description.abstract | While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited impact on motivation. The genre-oriented approach emerged as the one that best promoted students’ adaptive motivation and engagement in L2 writing. The findings shed light on the motivational potentials of various L2 writing pedagogies and provided insights for how students’ writing motivation and engagement can be promoted with relevant L2 writing instructional approaches. | - |
dc.language | eng | - |
dc.relation.ispartof | Language Teaching Research | - |
dc.subject | instructional approach | - |
dc.subject | process-oriented approach | - |
dc.subject | writing motivation and engagement | - |
dc.subject | genre-oriented approach | - |
dc.title | The impact of L2 writing instructional approaches on student writing motivation and engagement | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/1362168820957024 | - |
dc.identifier.scopus | eid_2-s2.0-85091351017 | - |
dc.identifier.eissn | 1477-0954 | - |
dc.identifier.isi | WOS:000572756400001 | - |