The role of individual differences in L2 writing

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Handbook of Research on Learning and Instruction (2011, background): “A fundamental assumption of learning in the psychomotor domain is that “learning is a problem-solving process in which the goal of an action represents the problem to be solved and the evolution of a movement configuration represents the performer’s attempt to solve the problem” (Guadagnoli & Lee,…”
Feedback-seeking behavior in second language writing: motivational mechanisms (2019, background): “…in this area at the expense of attention to learners’ engagement in the feedback process, casting L2 writers as passive recipients of different feedback types rather than pro-active agents in their learning pursuits (Bitchener, 2017; Ferris, 2010; Ferris et al., 2013; Hyland, 2011; Kormos, 2012).”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “…of possible future L2 selves than alternative models (D ¨ ornyei, 2009; Teimouri, 2017) but also has the potential to contribute to the theoretically meaningful investigation of emotions such as anxiety and joy, which are important emotions involved in the L2 writing process (e.g., Kormos, 2012).”
Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, background): “Kormos (2012) also made a case for the key role of motivational variables in different aspects of the L2 writing process, including WCF.”