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Research on the Relationship Between L2 Motivational Self System and Engagement with Teacher Feedback and Automated Feedback in L2 Writing

Haitao Ran
International Journal of Social Science and Education Research, (2025), Vol.8, No.4, pp.145-154
Published: March 11, 2025
DOI: 10.6918/IJOSSER.202504_8(4).0017
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Abstract

With the development of information technology and corpus research, automated feedback from online writing platforms has become a key supplement to teacher feedback in L2 writing instruction. This study examines the relationship between students' L2 Motivational Self System and the sub-dimensions of L2 writing engagement under different feedback modes, focusing on undergraduate English majors. Results show that within teacher feedback engagement, emotional engagement is the highest, while cognitive engagement is the lowest. In contrast, there are no significant differences among the sub-dimensions of automated feedback engagement.Engagement with teacher feedback is significantly higher than with automated feedback across emotional, behavioral, and cognitive dimensions. Both the Ideal L2 Self and Ought-to L2 Self positively predict engagement with both feedback types, with the Ideal L2 Self having a stronger influence. These findings offer theoretical insights for L2 writing pedagogy and practical guidance for designing effective feedback strategies.

Keywords: L2 Motivational Self System; Second Language Writing; Teacher Feedback Engagement; Automated Feedback Engagement.
APA Citation: Haitao Ran (2025). Research on the Relationship Between L2 Motivational Self System and Engagement with Teacher Feedback and Automated Feedback in L2 Writing. International Journal of Social Science and Education Research, 8(4), 145-154. https://doi.org/10.6918/IJOSSER.202504_8(4).0017

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