Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change
By Ji-woo Han, Phil Hiver. Journal of Second Language Writing, 2018
203 citations recorded by the source corpus.
Abstract In this study we examine processes of motivational change for middle school language learners (N = 174) within the classroom ecology of genre-based writing. Through longitudinal cluster analysis, we investigate change in language learners’ writing-specific motivational profiles, supported by a time-series analysis of reflective journals and interviews with these participants. We first identified several distinct initial motivational profiles for the middle school L2 learners who were part of the study and then traced key patterns of change for each. Our data indicate that over the course of genre-based L2 writing instruction, the students with respective profiles were able to develop a stronger capacity for writing self-regulation and to sustain and consolidate their writing self-efficacy. One unique finding was that the final profile of many learners was characterized by elevated levels of writing anxiety. However, because this was combined with moderate-to-strong levels of writing self-regulation and writing self-efficacy it suggests that anxiety can co-exist in constructive configurations, such as alongside adequate levels of self-regulation and self-efficacy that can offset this. We discuss the contribution of our findings in relation to understanding how L2 learners experience motivational changes in instructional settings of L2 writing.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/70fe28b32d1b3b95565eeae77595e27d0b7a895a
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In Education
In Language and Linguistics
- Phil Hiver
- Mostafa Papi
- Lawrence Jun Zhang
- Yu Huang
- Y. Teimouri
- Ali H. Al-Hoorie
- Somayeh Tahmouresi
- E. Abdollahzadeh
In Literature and Literary Theory
Citations in the corpus
- Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “While some researchers (Bamforth, 1993; Flowerdew, 1993, Han & Hiver, 2018; Humphrey & Macnaught, 2011; Yasuda, 2015) have included using strategies such as reflecting and editing, among others, in their conceptualized genre model or intervention design, they did not make explicit how the process…”
- Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, methodology): “Using such a unit of analysis in conjunction with the temporal perspective we adopt, our objective is to develop a logic of explanation that is complex (i.e., multifaceted and interrelated) and dynamic (i.e., involving contingent, adaptive processes; Han & Hiver, 2018).”