Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning

IF 5.4 3区材料科学 Q2 CHEMISTRY, PHYSICAL

ACS Applied Energy Materials Pub Date : 2024-09-30 DOI:10.1016/j.system.2024.103480

Hyejin An , Shaofeng Li

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引用次数: 0

Abstract

This study examines the validity of task-specific anxiety and self-efficacy and the joint effects of task-specific and general second language (L2) writing anxiety and self-efficacy on learning gains resulting from different task conditions formed based on two types of written corrective feedback and two types of task planning. 115 high school EFL learners in South Korea were divided into two groups and received either direct correction or metalinguistic feedback on their wrong use of English articles and past tense in their written narratives. After receiving feedback, each of the two large groups was further divided into three subgroups, each performing a second writing task under three conditions: pre-task planning, within-task planning, and no planning. The learners responded to questionnaires that aimed to measure task-specific and L2 general anxiety and self-efficacy. The results demonstrated that task-specific anxiety and self-efficacy were distinct from general L2 writing anxiety and self-efficacy and that they played different roles in L2 development under the different treatment conditions. Specifically, general L2 writing anxiety was a negative predictor of learning gains regardless of learning condition; task-specific anxiety showed a positive effect in metalinguistic explanation + within-task planning but a negative effect in all other task conditions; neither task-specific nor general L2 self-efficacy was a significant predictor of treatment effects. This study demonstrates the importance of investigating task-specific individual difference variables and shows the differential associations between general and task-specific individual difference variables on one hand and different types of task-based instruction on the other.

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特定任务的写作焦虑和自我效能感与一般的 L2 写作焦虑和自我效能感是分开的，它们与任务前和任务内计划中书面纠正反馈的效果有着不同的联系

本研究探讨了特定任务焦虑和自我效能感的有效性，以及特定任务焦虑和自我效能感与一般第二语言（L2）写作焦虑和自我效能感对基于两种书面纠正反馈和两种任务计划形成的不同任务条件下学习效果的共同影响。115名韩国高中EFL学习者被分为两组，就他们在书面叙述中错误使用英语冠词和过去时接受直接纠正或金属语言反馈。接受反馈后，两个大组又被分成三个小组，分别在任务前计划、任务内计划和无计划三种条件下完成第二个写作任务。学习者回答了旨在测量任务特定焦虑和 L2 一般焦虑以及自我效能感的问卷。结果表明，特定任务焦虑和自我效能感不同于一般的 L2 写作焦虑和自我效能感，它们在不同的处理条件下对 L2 的发展起着不同的作用。具体地说，无论学习条件如何，一般的 L2 写作焦虑都是学习收获的负面预测因素；任务特定焦虑在金属语言解释 + 任务内规划中显示出积极作用，但在所有其他任务条件中显示出消极作用；任务特定焦虑和一般 L2 自我效能感都不是治疗效果的显著预测因素。这项研究证明了调查特定任务个体差异变量的重要性，并显示了一般个体差异变量和特定任务个体差异变量与不同类型任务型教学之间的不同关联。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ACS Applied Energy Materials Materials Science-Materials Chemistry

CiteScore

10.30

自引率

6.20%

发文量

1368

期刊介绍： ACS Applied Energy Materials is an interdisciplinary journal publishing original research covering all aspects of materials, engineering, chemistry, physics and biology relevant to energy conversion and storage. The journal is devoted to reports of new and original experimental and theoretical research of an applied nature that integrate knowledge in the areas of materials, engineering, physics, bioscience, and chemistry into important energy applications.