The Effect of Learning Motivation on Korean Learners’ Textual Features in English Essay Writing: A Coh-Metrix Study
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This study investigates how integrative and instrumental motivation affect the textual features of essays written by Korean EFL learners, addressing the limited research that connects motivational constructs to actual language use in learner-generated writing. We analyzed 600 essays from the ICNALE corpus using Coh-Metrix, a computational text analysis tool. To explore how motivation influences text, we selected 27 indices that encompass surface, lexical, syntactic, and discourse/text levels. We conducted a series of linear regression analyses with motivation scores as predictor variables and Coh-Metrix indices as criterion variables. The results indicated significant differences in linguistic features based on motivational orientation, particularly at the surface, lexical, and discourse levels. Higher integrative motivation correlated with a richer focus on conveying meaning, while higher instrumental motivation was tied to a greater emphasis on message clarity. These findings suggest that learner motivation impacts various aspects of text construction and underscore the importance of studentcentered instructional approaches that consider learners’ motivational profiles in second language writing instruction.
Abstract
This study investigates how integrative and instrumental motivation affect the textual features of essays written by Korean EFL learners, addressing the limited research that connects motivational constructs to actual language use in learner-generated writing. We analyzed 600 essays from the ICNALE corpus using Coh-Metrix, a computational text analysis tool. To explore how motivation influences text, we selected 27 indices that encompass surface, lexical, syntactic, and discourse/text levels. We conducted a series of linear regression analyses with motivation scores as predictor variables and Coh-Metrix indices as criterion variables. The results indicated significant differences in linguistic features based on motivational orientation, particularly at the surface, lexical, and discourse levels. Higher integrative motivation correlated with a richer focus on conveying meaning, while higher instrumental motivation was tied to a greater emphasis on message clarity. These findings suggest that learner motivation impacts various aspects of text construction and underscore the importance of studentcentered instructional approaches that consider learners’ motivational profiles in second language writing instruction.