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The Relationship between L2 Self-oriented Motivation and Writing Feedback Preferences

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In spite of the important role of L2 motivation in learners’ preferences for teacher’s writing feedback, the investigation of the relationship between these two variables has been neglected. To fill this research gap, this study first attempted to develop a new scale measuring learners’ preferences for the focus of their teacher’s writing feedback and then examined the relationship between their L2 self-oriented motivation (ideal and ought-to L2 selves) and preferences for writing feedback. A total of 46 Korean EFL undergraduates answered a questionnaire designed to measure their L2 motivation and feedback preferences. A factor analysis identified two underlying factors of learners’ feedback preferences: accuracy-focused and fluency-focused feedback. These two factors were used in regression analyses to find their relationship with the learners’ L2 self-oriented motivation. The results revealed that the ideal L2 self has a stronger relationship with fluency-focused feedback than accuracy-focused one while the ought-to L2 self shows a close approach to the significance value of accuracy-focused feedback. The results are discussed in relation to different regulatory foci of the ideal and ought-to L2 selves.

Abstract

In spite of the important role of L2 motivation in learners’ preferences for teacher’s writing feedback, the investigation of the relationship between these two variables has been neglected. To fill this research gap, this study first attempted to develop a new scale measuring learners’ preferences for the focus of their teacher’s writing feedback and then examined the relationship between their L2 self-oriented motivation (ideal and ought-to L2 selves) and preferences for writing feedback. A total of 46 Korean EFL undergraduates answered a questionnaire designed to measure their L2 motivation and feedback preferences. A factor analysis identified two underlying factors of learners’ feedback preferences: accuracy-focused and fluency-focused feedback. These two factors were used in regression analyses to find their relationship with the learners’ L2 self-oriented motivation. The results revealed that the ideal L2 self has a stronger relationship with fluency-focused feedback than accuracy-focused one while the ought-to L2 self shows a close approach to the significance value of accuracy-focused feedback. The results are discussed in relation to different regulatory foci of the ideal and ought-to L2 selves.

참고문헌 (32)

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