The Effects of Self-determination and Perceptions of Teacher Corrective Feedback on L2 Writing Performance

• Main Authors: Yang, Chu-Ting, 楊筑婷
• Other Authors: Chu, Hsi-Chin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/2nk4u3

碩士 === 國立臺灣師範大學 === 英語學系 === 107 === When compared to other language skills, most EFL learners consider writing the most challenging skill in second language learning (Maarof, Yamat & Li, 2011). To delve into the issue about how to teach L2 writing more efficiently, the current study aimed to examine the causal relationships among SDT-related variables, L2 learners’ perceptions of two different types of teacher WCF and writing performance. To this end, this study firstly drew a hypothesized path analysis model based on the rationales reviewed in the literature review. In addition, the valid data of 330 subjects adapted from Tsao (2018) were recruited to examine the model. The results revealed that intrinsic motivation had the largest predictive power on L2 learners’ perceptions of teacher WCF both about local and global issues and L2 learners’ perceptions of teacher WCF about global issues could significantly predict L2 learners’ writing scores. With regard to the mediating effects, intrinsic motivation toward stimulation could exert significant indirect effects on L2 learners’ perceptions of teacher WCF about global issues via L2 learners’ perceptions of teacher WCF about local issues. In addition, L2 learners’ perceptions of teacher WCF about local issues could also exert significant indirect effects on writing performance via L2 learners’ perceptions of teacher WCF about global issues. The importance of intrinsic motivation, L2 learners’ perceptions of teacher WCF regarding local and global issues in acquiring L2 writing were all highlighted in this study. In short, the results provided several insights for educators to teach L2 writing.