Effects of Mastery and Performance Goals on the Composition Strategy Use of Adult EFL Writers

Tung‐hsien He

26 citations0/0 files storedCanadian Modern Language Review/ La Revue canadienne des langues vivantes

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EFL/ESL Teaching and Learning Writing and Handwriting Education Second Language Acquisition and Learning

Abstract

This study examines the combined effects of contrasting mastery and performance goals on the use of composition strategies by adult writers of English as a Foreign Language (EFL). Thirty-eight Taiwanese English-major college seniors of homogeneous writing proficiency consented to participate in the study. Based on responses on a goal scale, 19 participants were assigned to the high-mastery-low-performance (HMLP) group, and 19 were assigned to the low-mastery-high-performance (LMHP) group. Participants in the HMLP group were diagnosed as having stronger mastery but weaker performance goal orientations, whereas those in the LMHP group demonstrated the opposite tendency. Evidence from think-aloud protocols indicated that (a) participants used 20 distinctive strategies classified into five categories; (b) the HMLP group used monitoring/evaluating, revising, and compensating strategies significantly more often than the LMHP group; and (c) the frequency of revising strategies and mastery orientations served as two significant positive predictors for better writing outcomes.

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References

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2024The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach 2016The role of L2 learner goal differences in task-generated oral production 2011Multiple Goals, Writing Strategies, and Written Outcomes for College Students Learning English as a Second Language

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