연구동향 분석

The Relationship between L2 Self-oriented Motivation and Writing Feedback Preferences

장연이 2020년

논문상세정보
인용/피인용
' The Relationship between L2 Self-oriented Motivation and Writing Feedback Preferences' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • accuracy-focused feedback
  • fluency-focused feedback
  • ideal l2 self
  • learners’ writing feedback preferences
  • ought - to l2 self
  • 유창성에 중점을 둔 피드백
  • 의무적 제2언어 자아
  • 이상적 제 2언어 자아
  • 정확성에 중점을 둔 피드백
  • 학습자들의 작문 피드백 선호도
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
68 0

0.0%

' The Relationship between L2 Self-oriented Motivation and Writing Feedback Preferences' 의 참고문헌

  • Written corrective feedback for L2development
  • Written Corrective Feedback: The Perception of Korean EFL Learners
    정보현 [2015]
  • The role of individual differences in L2 writing
    Kormos, J. [2012]
  • The effects of teacher feedback on EFL students’ writing in a Korean university class
    Ryoo, M-L [2004]
  • The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality
    Jang, Y. [2019]
  • The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary
    Csizér, K. [2010]
  • The Relationships among L2 Motivational Self System, Self-Regulatory Capacity, and Classroom Learning Behavior
    장연이 [2015]
  • The Psychology of the Language Learner: Individual Differences in Second Language Acquisition
  • The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach
    Papi, M. [2010]
  • The Effect of the L2 Motivational Self System and Self-Regulatory Capacity on Speaking Performance
    장연이 [2019]
  • The Editing and Learning Effects of Direct and Indirect Comprehensive WCF on L2 Grammar Accuracy Development
    김지현 [2019]
  • Students preferences vis-à-vis teacher feedback in university EFL writing classes in Japan
  • Motivation, language identity and the L2 Self
  • Motivation, Language identity and the L2 self
    Csizér, K. [2009]
  • Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation
    Waller, L. [2017]
  • Motivation and Vision : An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity across Two Target Languages
  • Methodological synthesis in quantitative L2research: A review of reviews and a case study of exploratory factor analysis
    Plonsky, L. [2015]
  • Learning-to-write and writing-to-learn in an additional language
    Hyland, F. [2011]
  • Learners’ preferences towards corrective feedback in writing assignments in tertiary education
  • L2 selves, emotions, and motivated behaviors
  • Key Motivational Constructs in the Socio-Educational Model, Self-Determination Theory, and the L2 Motivational Self System: Their Relationships with Affective, Behavioral, and Linguistic Outcomes
    장연이 [2017]
  • Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study
    Yu, S. [2020]
  • IELTS general trai ning writing [writing task 2: Band descriptors]
  • How do students of German perceive feedback practices at university? A motivational exploration
    Busse, V. [2013]
  • Foreign Language Writing. Research Insights
  • Feedback-seeking behavior in language learning: Basic components and motivational antecedents
    Papi, M. [2019]
  • Feedback in second language writing: Contexts and issues
    Hyland, K. [2019]
  • Dynamics of selves and motivation: A cross-sectional study in he EFL context of Iran
    Papi, M. [2012]
  • Counterpoint piece: The case for variety in corrective feedback research
    Lyster, R. [2013]
  • Classroom writing assessment and feedback in L2 school contexts
    Lee, I. [2017]
  • An item selection procedure to maximize scale reliability and validity
  • A goal orientation model of feedback-seeking behavior