| Abstrakt: |
A study conducted by the University of Macau explores the relationship between teachers' instructional approaches and feedback practices and secondary students' motivation and engagement in second language (L2) writing. The study involved 2,169 students from 35 secondary schools in mainland China. The results showed that different teaching approaches had varying effects on students' motivation and engagement, with some approaches positively related to adaptive motivation and engagement, while others were related to maladaptive motivation and engagement. The study also identified the mediating role of feedback practices in this relationship. This research provides insights into the complex dynamics between teachers' instruction, feedback practices, and student motivation and engagement in L2 writing contexts. [Extracted from the article] |
