Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Although second language (L2) engagement has received increasing attention, L2 writing engagement has been rarely investigated. Based on the social-cognitive theory, environmental sources could influence individuals’ motivations which in turn affect their engagement. However, factors contributing to L2 writing engagement have not been thoroughly understood. The present study investigated the associations between three dimensions of classroom environment (teacher support, student cohesion, and task orientation) and L2 writing engagement as well as the mediation roles of mastery and performance approach goals among 721 Chinese learners of English as a foreign language (EFL). Structural equation model analysis suggested that task orientation was the most influential environmental factor; it could not only directly influence EFL writing...

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