The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-05-14 DOI:10.1016/j.system.2025.103715

Yara Abdelaty , Emad Alghamdi , Abdullah Alamer

{"title":"The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity","authors":"Yara Abdelaty , Emad Alghamdi , Abdullah Alamer","doi":"10.1016/j.system.2025.103715","DOIUrl":null,"url":null,"abstract":"<div><div>Given the growing interest in understanding the interplay of cognitive and individual factors in second language (L2) writing development, this study explored how self-regulation, perceived task complexity, and the quality of written corrective feedback (WCF) collectively shape L2 writing achievement among English-as-a-foreign-language (EFL) learners. Data were collected from 296 Saudi university EFL learners enrolled in an English for Specific Purposes (ESP) course in the healthcare field, using a validated questionnaire to assess learners’ self-regulation, perceptions of task complexity, and feedback quality. Writing achievement was measured through graded essay tasks involving teacher-provided WCF and multiple drafting cycles. Results indicated that feedback quality directly predicted writing achievement, whereas self-regulation indirectly influenced writing outcomes through its positive effect on feedback perceptions. Task complexity, despite being linked to self-regulation, did not exert a significant effect on writing achievement, suggesting its influence may depend on accompanying instructional scaffolding. These findings underscore the crucial mediating role of feedback quality in L2 writing development and highlight the importance of integrating self-regulated learning strategies and effective feedback practices to enhance writing outcomes in L2 contexts.</div></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"132 ","pages":"Article 103715"},"PeriodicalIF":4.9000,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"System","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X25001253","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Given the growing interest in understanding the interplay of cognitive and individual factors in second language (L2) writing development, this study explored how self-regulation, perceived task complexity, and the quality of written corrective feedback (WCF) collectively shape L2 writing achievement among English-as-a-foreign-language (EFL) learners. Data were collected from 296 Saudi university EFL learners enrolled in an English for Specific Purposes (ESP) course in the healthcare field, using a validated questionnaire to assess learners’ self-regulation, perceptions of task complexity, and feedback quality. Writing achievement was measured through graded essay tasks involving teacher-provided WCF and multiple drafting cycles. Results indicated that feedback quality directly predicted writing achievement, whereas self-regulation indirectly influenced writing outcomes through its positive effect on feedback perceptions. Task complexity, despite being linked to self-regulation, did not exert a significant effect on writing achievement, suggesting its influence may depend on accompanying instructional scaffolding. These findings underscore the crucial mediating role of feedback quality in L2 writing development and highlight the importance of integrating self-regulated learning strategies and effective feedback practices to enhance writing outcomes in L2 contexts.

查看原文本刊更多论文

自我调节对二语写作成就的影响：反馈质量和任务复杂性的中介作用

鉴于人们对理解认知因素和个体因素在第二语言写作发展中的相互作用越来越感兴趣，本研究探讨了自我调节、感知任务复杂性和书面纠正反馈（WCF）的质量如何共同影响英语作为外语（EFL）学习者的第二语言写作成就。本研究收集了296名沙特大学英语学习者的数据，这些学习者参加了医疗保健领域的特殊用途英语（ESP）课程，使用一份有效的问卷来评估学习者的自我调节、对任务复杂性的看法和反馈质量。写作成绩是通过评分的论文任务来衡量的，这些任务包括教师提供的WCF和多个起草周期。结果表明，反馈质量直接预测写作成绩，而自我调节通过对反馈感知的正向作用间接影响写作结果。尽管任务复杂性与自我调节有关，但它对写作成绩没有显著影响，这表明它的影响可能取决于伴随的教学脚手架。这些发现强调了反馈质量在二语写作发展中的重要中介作用，并强调了整合自我调节学习策略和有效反馈实践以提高二语写作效果的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.