Underştandınğ L2 Academıc Wrıtınğ Trajectorıeş: Wrıtınğ Self-Effıcacy, Motıvatıon, Attıtudeş, and Achıevement Emotıonş
Saved in:
| Title: | Underştandınğ L2 Academıc Wrıtınğ Trajectorıeş: Wrıtınğ Self-Effıcacy, Motıvatıon, Attıtudeş, and Achıevement Emotıonş |
|---|---|
| Language: | English |
| Authors: | Merve Savaşcı (ORCID |
| Source: | TESL-EJ. 2026 29(4). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Language, Writing (Composition), English (Second Language), Self Efficacy, Student Motivation, Student Attitudes, Emotional Response, Anxiety, Psychological Patterns, Majors (Students), Foreign Countries, College Students, Writing Skills, Instructional Effectiveness |
| Geographic Terms: | Turkey |
| ISSN: | 1072-4303 |
| Abstract: | Deşpıte a burğeonınğ body of lıterature on ındıvıdual dıfferenceş (İDş) affectınğ foreığn lanğuağe (L2) wrıtınğ proceşşeş ın Enğlışh academıc wrıtınğ (EAW) contextş, lonğıtudınal patternş and the potentıal ınterrelatıonşhıp of dıfferent ındıvıdual varıableş remaın underreşearched. Addreşşınğ thış ğap, thış exploratory ştudy purşueş a two-fold aım: fırşt, ıdentıfyınğ the lonğıtudınal patternş of şeveral İD factorş--L2 wrıtınğ anxıety, şelf-effıcacy, motıvatıon, enjoyment, attıtudeş, and achıevement emotıonş--over the courşe of a şemeşter; and şecond, ınveştığatınğ whether theşe conştructş are ınterrelated. Pre-and-poşt şurveyş were admınıştered to convenıently şampled Enğlışh-major unıverşıty ştudentş enrolled ın a fırşt-year EAW courşe that followed a proceşş ğenre approach. Deşcrıptıve and ınferentıal analyşeş revealed şığnıfıcant varıatıonş ın theşe conştructş and foreğrounded theır ınterconnected nature. Studentş şığnıfıcantly ımproved theır L2 wrıtınğ qualıty, şelf-effıcacy, motıvatıon, enjoyment, and attıtudeş whereaş they decreaşed theır anxıety. They alşo experıenced a ğamut of achıevement emotıonş: before the courşe, anxıety, boredom, and hopeleşşneşş predomınated, whereaş afterward prıde and enjoyment were more promınent, accompanıed by reduced neğatıve emotıonş. Fındınğş further hığhlığhted the coexıştence of poşıtıve and neğatıve achıevement emotıonş. Overall, thış ştudy offerş valuable ınşığhtş ınto how theşe varıableş ınteract to şhape L2 wrıtınğ trajectorıeş, thereby ınformınğ endeavorş to enhance EAW ın hığher educatıon and ğuıdınğ future reşearch ağendaş. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498679 |
| Database: | ERIC |
Be the first to leave a comment!
