The Relationship between EFL Students’ Writing Motivation, Self-Perceived Writing Intelligence, and Attitude toward Written Feedback
الموضوعات : نشریه زبان و ترجمه
Shaghayegh Hosseini Mohseni Sadabadi
1
(Department of English Language, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran)
Ahmad Mohseni
2
(Associate Professor of Applied Linguistics, English Department, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran)
الکلمات المفتاحية: Implicit Theories of Intelligence, Teacher Feedback, Attitude toward Written Feedback, Writing Motivation,
ملخص المقالة :
The study of individual difference variables in the realm of written feedback is one of the significant lines of research which has been reinvigorated in the last few years. These variables are believed to affect both students’ engagement with feedback and their writing improvement. The present correlational study investi- gated the relationship between EFL students’ implicit theories of writing intelligence, writing motivation and attitudes toward written feedback. In so doing, 110 intermediate English language learners took three questionnaires, namely Implicit Theories of Writing Intelligence, Orientation toward Corrective Feedback, and Writing Motivation. The findings of the present study indicated that EFL students’ incremental theory of writing intelligence positively correlated with their writing motivation and feedback seeking orientation. On the other hand, EFL students’ entity theory of writing intelligence negatively correlated with their writ- ing motivation and positively correlated with their feedback avoiding orientation. In other words, those EFL learners who believed in the plasticity of their cognitive abilities were of higher writing motivation and feedback seeking orientation levels than those participants who believed that their writing ability was a fixed entity, which could not be extended.
Allan, D. (2004). Oxford Placement Test 1B1. Oxford: Oxford UniversityPress.
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education. Belmont, CA: Thomson Wadsworth.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-Efficacy Beliefs of Adolescents, 5, 307-337.
Blackwell, L., Trzesniewski, C., &Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
Bourke, L., & Adams, A.M. (2012). Is it difference in language skills and working memory that account for girls being better at writing than boys? Jounal of Writing Research, 3(3), 249-277.
Braten, I., &Stromso, H. I. (2006). Predicting achievement goals in two different academic contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50, 127-148.
Butterfield, B., &Mangels, J. A. (2003). Neural correlates of error detection and correction in a semantic retrieval task. Cognitive Brain Research, 17(3), 793-817.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
Cohen, A. D. (1987). Student processing of feedback on their compositions. Learner Strategies in Language Learning, 43, 57-69.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
De Castella, K., & Byrne, D. (2015). My intelligence may be more malleable than yours: The revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement. European Journal of Psychology of Education, 30, 245-267.
Dweck, C. (1999). Self-theories: their role in motivation, personality, and development. Philadelphia: Psychology Press.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.
Dweck, C. S. (2008). Can personality be changed? The role of beliefs in personality and change. Current Directions in Psychological Science, 17, 391-934.
Dweck, C. S., &Sorich, L. A. (1999). Mastery-oriented thinking. In C. R. Snyder (Ed.), Coping:The psychology of what works (pp. 252–278). New York, NY: Oxford University Press.
Ekholm, E., Zumbrunn, S., & Conklin, S. (2015). The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable. Teaching in Higher Education, 20(2), 197-207.
Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335-349.
Ellis, R. (2012). Language teaching research and language pedagogy. Malden, MA: Wiley-Blackwell.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused corrective feedback in an English as a foreign language context. System, 36, 353-371.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339.
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.
Ferris, D. R. (2002). Treatment of error in second language writing classes. Ann Arbor, MI: University of Michigan Press.
Ferris, D. R. (2004). The "grammar correction" debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime.?). Journal of SecondLanguage Writing, 13(1), 49-62.
Ginting, S. A. (2018). Lexical Complexity on Descriptive Writing of Indonesian Male and Female EFL Learners. International Journal of English Linguistics, 8(3), 297-302.
Goldstein, L. (2005). Teacher written commentary in second language writing classrooms. Ann Arbor, MI: The University of Michigan Press.
Graham, S., Kiuhara, S. A., Harris, K. R., & Fishman, E. J. (2017). The relationship among strategic writing behavior, writing motivation, and writing performance with young, developing writers. Elementary School Journal, 118(1), 82-104.
Grant, H., &Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. United Kingdom: Oxford University Press.
Henderson, V. L., &Dweck, C. S. (1990). Achievement and motivation in adolescence: A new model and data. In S. Feldman & G. Elliott (Eds.), At the threshold: The developing adolescent (pp. 308-329). Cambridge, MA: Harvard University Press.
Hidi, S., &Boscolo, P. (2006). Motivation and writing. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 144-157). New York, NY: Guilford.
Hoomanfard, M. H. (2017). EFL learners' attitudes and perceptions of online and conventional peer written feedback: A tertiary level experience. Malaysian Journal of Languages and Linguistics, 6(1), 49-62.
Hoomanfard, M. H., &Rahimi, M. (2018). A comparative study of the efficacy of teacher and peer online written corrective feedback on EFL learners' writing ability. Journal of Language Research (ZabanPajouhi).
Hyland, F. (2003). Focusing on form: student engagement with teacher feedback. System, 31(2), 217-230.
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of second language writing, 21, 390-403.
Leondari, A., &Gialalmas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students’ achievement behavior. Psychology in the Schools, 39(3), 279-291.
Liu, E. Z. F., & Chang, Y. F. (2010). Gender differences in usage, satisfaction, self-efficacy and
Montgomery, J. L., & Baker, W. (2007). Teacher-written corrective feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16(2), 82-99.
Pajares, F., Valiante, G., & Cheong, Y.F. (2007). Writing self-efficacy and its relation to gender, performance of blogging.British Journal of Educational Technology, 41(3), 39-43.
writing motivation, and writing competence: A developmental perspective. In S. Hidi& P. Boscolo (Eds.), Writing and motivation (pp. 141–159). Oxford, UK: Elsevier.
Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Maidenhead: Open University Press.
Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: implications for goal orientation, attributions, affect and self-esteem change. Self and Identity, 1, 313–336.
Rustania, F. (2016). The students’ attitudes toward teachers’ corrective feedback in learning writing. MA thesis. The State Islamic Institute of Surakarta.
Sasaki, M. (2011). Effects of Varying Lengths of Study- Abroad Experiences on Japanese EFL Students’ L2 Writing Ability and Motivation: A Longitudinal Study. TESOL Quarterly, 45(1), 81-105.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 225–283.
Sheen, Y., Wright, D., &Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System 37(4), 556-569.
Spicer, M. I. (2017). A correlational study of the relationships between implicit theories of intelligence, perceived self-efficacy, self-regulated learning, and academic achievement of undergraduate students at an HBCU. Unpublished PhD dissertation. Morgan State University.
Taguchi, T., Magid, M., &Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–97).Bristol, UK: Multilingual Matters.
Troia, G.A., Shankland, R.K., &Wolbers, K.A. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading and Writing Quarterly, 28(1), 5-28.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
Waller, L. (2015). Motivation and written corrective feedback: how students’ implicit theories of writing intelligence influence their writing motivation and orientation to written corrective feedback. Unpublished MA thesis. Michigan State University.
Waller, L., Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54-65.
Zhang, Y., &Guo, H. (2012). A study of English writing and domain-specific motivation and self-efficacy of Chinese EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 16(2), 101-121.
Zimmerman, B.J., &Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73-101.
