The impact of L2 writing instructional approaches on student writing motivation and engagement

Shulin YU, Lianjiang JIANG, Nan ZHOU

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

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. Copyright © 2020 The Author(s).
Original languageEnglish
JournalLanguage Teaching Research
Early online date22 Sep 2020
DOIs
Publication statusE-pub ahead of print - 22 Sep 2020

Citation

Yu, S., Jiang, L., & Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research. Advance online publication. doi: 10.1177/1362168820957024

Keywords

  • Genre-oriented approach
  • Instructional approach
  • Process-oriented approach
  • Writing motivation and engagement

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