Document Type : research paper
Authors
Shiraz University
Abstract
The integration of reading and writing has recently been of interest to researchers. This study investigated the effectiveness of instructing integrated writing (IW) strategies to EFL learners. In addition, the changes in writing self-efficacy, anxiety, and motivation were examined. To gain a deep understanding of the issues, a convergent mixed-methods design was employed. A convenient sample of 30 students of English Literature studying in an EFL context participated in an IW course and their performances before and after instruction were compared using a rubric. Interviews and think-aloud protocols were also conducted to find themes regarding the effectiveness of the course. Moreover, the changes in the learners’ self-efficacy, anxiety, and motivation were measured through questionnaires administered at the beginning and the end of the course, and the interviews and think-aloud protocol themes regarding the changes were examined. The results of the analysis of the quantitative data by paired-samples t-tests and Wilcoxon Signed Rank tests indicated an improvement in the learners’ IW ability and strategy use, especially in source use. The qualitative data also revealed that the learners found the instruction and strategies effective. However, while the learners’ self-efficacy improved and their anxiety diminished largely due to learning, their motivation remained statistically stable. The results were interpreted from an activity theory perspective. The implications of the study for the theory, pedagogy, and research methodology of IW were also presented.
Keywords
Abbaspour, E., Atai, M. R., & Maftoon, P. (2021). Exploring the impact of scaffolded written corrective feedback on Iranian EFL learners’ writing quality: A sociocultural theory study. Journal of Modern Research in English Language Studies, 8(4), 53-84.
https://doi.org/10.30479/jmrels.2020.12116.1508
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th Ed.). Cengage Learning.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Bazerman, C. (2016). What do sociocultural studies of writing tell us about learning to write? In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd Ed.) (pp. 11-23). The Guilford Press.
Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students' academic writing: an intervention study. Studies in Higher Education, 32(4), 419-438. https://doi.org/10.1080/03075070701476092
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4
Bruning, R., & Kauffman, D. F. (2016). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd Ed.) (pp. 160-173). The Guilford Press.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38. https://doi.org/10.1037/a0029692
Charters, E. (2003). The use of think-aloud methods in qualitative research an introduction to think-aloud methods. Brock Education Journal, 12(2), 68-82. https://doi.org/10.26522/brocked.v12i2.38
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656.
https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335. https://doi.org/10.1016/j.jslw.2004.07.001
Cohen, J. (1977). Statistical power analysis for the behavioral sciences. Academic Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-methods approaches (5th Ed.). Sage
Publications.
Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249.
Daud, N. S. M., Daud, N. M., & Kassim, N. L. A. (2005). Second language writing anxiety: Cause or effect? Malaysian Journal of ELT Research,1(1), 1-19.
Delice, A. (2010). The Sampling Issues in Quantitative Research. Educational Sciences: Theory and Practice, 10(4), 2001-2018.
https://eric.ed.gov/?id=EJ919871
Di Loreto, S., & McDonough, K. (2013). The relationship between instructor feedback and ESL student anxiety. TESL Canada Journal, (31)1, 20-41. https://doi.org/10.18806/tesl.v31i1.1165
Ellis, R. (2015). Understanding second language acquisition (2nd Ed.). Oxford University Press.
Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-efficacy, and selfregulation: A mixed methods study. Journal of Research in Applied Linguistics, 10(2), 159-181. https://doi.org/10.22055/rals.2019.14722
Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47, 1-15. https://doi.org/10.1016/j.asw.2020.100504
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9-24. https://doi.org/10.1002/tesj.65
Heydari, P. (2012). The validity of some popular readability formulas. Mediterranean Journal of Social Sciences, 3(2), 423-423.
https://doi.org/10.5901/mjss.2012.v3n2.423
Holladay, S. A. (1981). Writing Anxiety: What Research Tells Us. ERIC. https://eric.ed.gov/?id=ED216393
Homayounzadeh, M., Saadat, M., & Ahmadi, A. (2019). Investigating the effect of source characteristics on task comparability in integrated writing tasks. Assessing Writing, 41, 25-46. https://doi.org/10.1016/j.asw.2019.05.003
Hyland, K. (2003). Second language writing. Cambridge University Press.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
Kara, S. (2013). Writing anxiety: A case study on students’ reasons for anxiety in writing classes. Anadolu Journal of Educational Sciences International, 3(1), 103-111.
Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare–contrast genre. Learning and Instruction, 19(4), 309-321. https://doi.org/10.1016/j.learninstruc.2008.06.001
Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27(1), 93-107.
https://doi.org/10.1111/j.1467-1770.1977.tb00294.x
Lantolf, J. P., & Beckett, T. G. (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(4), 459-475.
https://doi.org/10.1017/S0261444809990048
Labaree, R. V. (n. d.). Research Guides: Organizing Your Social Sciences Research Paper: Limitations of the Study. USC Libraries. Retrieved August 31, 2022, from https://libguides.usc.edu/writingguide/limitations
Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17(4), 217-236. https://doi.org/10.1016/j.jslw.2008.04.001
Longcope, P. (2009). Differences between the EFL and the ESL language learning contexts. Studies in Language and Culture, 30(2), 303-320. https://doi.org/10.18999/stulc.30.2.303
Machili, I., Papadopoulou, I., & Kantaridou, Z. (2019). Effect of strategy instruction on EFL students’ video-mediated integrated writing
performance. Journal of Second Language Writing, 48, 100708. https://doi.org/10.1016/j.jslw.2019.100708
McLeod, S. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 38(4), 426-435. https://doi.org/10.2307/357635
Mitchell, K. M., Harrigan, T., Stefansson, T., & Setlack, H. (2017). Exploring self-efficacy and anxiety in first-year nursing students enrolled in a discipline-specific scholarly writing course. Quality Advancement in Nursing Education, 3(1), (Article 4). https://doi.org/10.17483/2368-6669.1084
Narimani Vahedi, E., Saeidi, M., & Hadidi Tamjid, N. (2018). Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences. Journal of Modern Research in English
Language Studies, 5(4), 109-130. https://doi.org/10.30479/jmrels.2019.10405.1298
Nelson, C. P., & Kim, M. K. (2001). Contradictions, appropriation, and transformation: An activity theory approach to L2 writing and
classroom practices. Texas Papers in Foreign Language Education, 6(1), 37-62. https://eric.ed.gov/?id=ED464497
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The modern language journal, 78(1), 12-28. https://doi.org/10.1111/j.1540-4781.1994.tb02011.x
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Papi, M., Vasylets, O., & Ahmadian, M. J. (2022). Individual difference factors for second language writing. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 381-396). Routledge.
Payne, A. R. (2012). Development of the academic writing motivation questionnaire (Unpublished doctoral dissertation). University of
Georgia. Retrieved from https://getd.libs.uga.edu/pdfs/payne_ashley_r_201212_ma.pdf
Plakans, L., & Gebril, A. (2015). Assessment myths: Applying second language research to classroom teaching. University of Michigan Press.
Plakans, L., Gebril, A., & Bilki, Z. (2019). Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing, 36(2), 161-179. https://doi.org/10.1177/0265532216669537
Rahimi, M. (2016). Task complexity, affective factors, and pre-task planning: Effects on L2 writing production (Doctoral dissertation, The University of Auckland). University of Auckland Research Repository, ResearchSpace.
Rasouli, F., & Ahmadi, O. (2021). The motivational impact of enhancing reading comprehension through pictorial fictions on the involvement of Iranian EFL students in writing activities. Cihan University-Erbil Journal of Humanities and Social Sciences, 5(1), 82-87.
https://doi.org/10.24086/cuejhss.v5n1y2021.pp82-87
Roth, W. M., & Lee, Y. J. (2007). “Vygotsky’s neglected legacy”: Culturalh istorical activity theory. Review of Educational Research, 77(2), 186-232. https://doi.org/10.3102/0034654306298273
Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. https://doi.org/10.1080/09571736.2014.958190
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research and applications (4th Ed.). Pearson.
Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students’ processes and products. L1-Educational Studies in Language and Literature, 4(1), 5-33. https://doi.org/10.1023/B:ESLL.0000033847.00732.af
Shirvan, M. E., Karahan, P., Ahangar, A., & Taherian, T. (2016). Towards an ecological understanding of university students’ anxiety in English as a general course in light of sociocultural perspective. Procedia-Social and Behavioral Sciences, 232, 62-69.
https://doi.org/10.1016/j.sbspro.2016.10.016
Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7(2), 256-287.
https://doi.org/10.1177/0741088390007002004
Ushioda, E. (2007). Motivation, autonomy and sociocultural theory. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner curriculum and assessment (pp. 5–24). Authentik.
VandenBos, G. R. (2009). APA concise dictionary of psychology. American Psychological Association.
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
Wette, R. (2010). Evaluating student learning in a university-level EAP unit on writing using sources. Journal of Second Language Writing, 19(3), 158-177. https://doi.org/10.1016/j.jslw.2010.06.002
Wette, R. (2019). Embedded provision to develop source-based writing skills in a Year 1 health sciences course: How can the academic literacy developer contribute?. English for Specific Purposes, 56, 35-49. https://doi.org/10.1016/j.esp.2019.07.002
Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research, 26(5), 1-24. https://doi.org/10.1177/1362168820917323
Yang, H. C., & Plakans, L. (2012). Second language writers’ strategy use and performance on an integrated reading‐listening‐writing task. TESOL Quarterly, 46(1), 80-103. https://doi.org/10.1002/tesq.6
Zabihi, R. (2018). The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35(1), 32-57.
https://doi.org/10.1177/0741088317735836
Zhang, C. (2013). Effect of instruction on ESL students’ synthesis writing. Journal of Second Language Writing, 22(1), 51-67.
https://doi.org/10.1016/j.jslw.2012.12.001
Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety. Kristiansan University of Sweden. https://www.divaportal.org/smash/get/diva2:426646/FULLTEXT02
Zhang, H., Song, W., Shen, S., & Huang, R. (2014). The effects of blogmediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6), 670-685.
https://doi.org/10.14742/ajet.860
Zhang, Y. (2018). Exploring EFL learners’ self-Efficacy in academic writing based on process-genre approach. English Language Teaching, 11(6),115-124. https://eric.ed.gov/?id=EJ1180209
https://doi.org/10.30479/jmrels.2020.12116.1508
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th Ed.). Cengage Learning.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Bazerman, C. (2016). What do sociocultural studies of writing tell us about learning to write? In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd Ed.) (pp. 11-23). The Guilford Press.
Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students' academic writing: an intervention study. Studies in Higher Education, 32(4), 419-438. https://doi.org/10.1080/03075070701476092
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4
Bruning, R., & Kauffman, D. F. (2016). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd Ed.) (pp. 160-173). The Guilford Press.
Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38. https://doi.org/10.1037/a0029692
Charters, E. (2003). The use of think-aloud methods in qualitative research an introduction to think-aloud methods. Brock Education Journal, 12(2), 68-82. https://doi.org/10.26522/brocked.v12i2.38
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656.
https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335. https://doi.org/10.1016/j.jslw.2004.07.001
Cohen, J. (1977). Statistical power analysis for the behavioral sciences. Academic Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-methods approaches (5th Ed.). Sage
Publications.
Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249.
Daud, N. S. M., Daud, N. M., & Kassim, N. L. A. (2005). Second language writing anxiety: Cause or effect? Malaysian Journal of ELT Research,1(1), 1-19.
Delice, A. (2010). The Sampling Issues in Quantitative Research. Educational Sciences: Theory and Practice, 10(4), 2001-2018.
https://eric.ed.gov/?id=EJ919871
Di Loreto, S., & McDonough, K. (2013). The relationship between instructor feedback and ESL student anxiety. TESL Canada Journal, (31)1, 20-41. https://doi.org/10.18806/tesl.v31i1.1165
Ellis, R. (2015). Understanding second language acquisition (2nd Ed.). Oxford University Press.
Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-efficacy, and selfregulation: A mixed methods study. Journal of Research in Applied Linguistics, 10(2), 159-181. https://doi.org/10.22055/rals.2019.14722
Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47, 1-15. https://doi.org/10.1016/j.asw.2020.100504
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9-24. https://doi.org/10.1002/tesj.65
Heydari, P. (2012). The validity of some popular readability formulas. Mediterranean Journal of Social Sciences, 3(2), 423-423.
https://doi.org/10.5901/mjss.2012.v3n2.423
Holladay, S. A. (1981). Writing Anxiety: What Research Tells Us. ERIC. https://eric.ed.gov/?id=ED216393
Homayounzadeh, M., Saadat, M., & Ahmadi, A. (2019). Investigating the effect of source characteristics on task comparability in integrated writing tasks. Assessing Writing, 41, 25-46. https://doi.org/10.1016/j.asw.2019.05.003
Hyland, K. (2003). Second language writing. Cambridge University Press.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
Kara, S. (2013). Writing anxiety: A case study on students’ reasons for anxiety in writing classes. Anadolu Journal of Educational Sciences International, 3(1), 103-111.
Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare–contrast genre. Learning and Instruction, 19(4), 309-321. https://doi.org/10.1016/j.learninstruc.2008.06.001
Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27(1), 93-107.
https://doi.org/10.1111/j.1467-1770.1977.tb00294.x
Lantolf, J. P., & Beckett, T. G. (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(4), 459-475.
https://doi.org/10.1017/S0261444809990048
Labaree, R. V. (n. d.). Research Guides: Organizing Your Social Sciences Research Paper: Limitations of the Study. USC Libraries. Retrieved August 31, 2022, from https://libguides.usc.edu/writingguide/limitations
Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17(4), 217-236. https://doi.org/10.1016/j.jslw.2008.04.001
Longcope, P. (2009). Differences between the EFL and the ESL language learning contexts. Studies in Language and Culture, 30(2), 303-320. https://doi.org/10.18999/stulc.30.2.303
Machili, I., Papadopoulou, I., & Kantaridou, Z. (2019). Effect of strategy instruction on EFL students’ video-mediated integrated writing
performance. Journal of Second Language Writing, 48, 100708. https://doi.org/10.1016/j.jslw.2019.100708
McLeod, S. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 38(4), 426-435. https://doi.org/10.2307/357635
Mitchell, K. M., Harrigan, T., Stefansson, T., & Setlack, H. (2017). Exploring self-efficacy and anxiety in first-year nursing students enrolled in a discipline-specific scholarly writing course. Quality Advancement in Nursing Education, 3(1), (Article 4). https://doi.org/10.17483/2368-6669.1084
Narimani Vahedi, E., Saeidi, M., & Hadidi Tamjid, N. (2018). Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences. Journal of Modern Research in English
Language Studies, 5(4), 109-130. https://doi.org/10.30479/jmrels.2019.10405.1298
Nelson, C. P., & Kim, M. K. (2001). Contradictions, appropriation, and transformation: An activity theory approach to L2 writing and
classroom practices. Texas Papers in Foreign Language Education, 6(1), 37-62. https://eric.ed.gov/?id=ED464497
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The modern language journal, 78(1), 12-28. https://doi.org/10.1111/j.1540-4781.1994.tb02011.x
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Papi, M., Vasylets, O., & Ahmadian, M. J. (2022). Individual difference factors for second language writing. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 381-396). Routledge.
Payne, A. R. (2012). Development of the academic writing motivation questionnaire (Unpublished doctoral dissertation). University of
Georgia. Retrieved from https://getd.libs.uga.edu/pdfs/payne_ashley_r_201212_ma.pdf
Plakans, L., & Gebril, A. (2015). Assessment myths: Applying second language research to classroom teaching. University of Michigan Press.
Plakans, L., Gebril, A., & Bilki, Z. (2019). Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing, 36(2), 161-179. https://doi.org/10.1177/0265532216669537
Rahimi, M. (2016). Task complexity, affective factors, and pre-task planning: Effects on L2 writing production (Doctoral dissertation, The University of Auckland). University of Auckland Research Repository, ResearchSpace.
Rasouli, F., & Ahmadi, O. (2021). The motivational impact of enhancing reading comprehension through pictorial fictions on the involvement of Iranian EFL students in writing activities. Cihan University-Erbil Journal of Humanities and Social Sciences, 5(1), 82-87.
https://doi.org/10.24086/cuejhss.v5n1y2021.pp82-87
Roth, W. M., & Lee, Y. J. (2007). “Vygotsky’s neglected legacy”: Culturalh istorical activity theory. Review of Educational Research, 77(2), 186-232. https://doi.org/10.3102/0034654306298273
Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. https://doi.org/10.1080/09571736.2014.958190
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research and applications (4th Ed.). Pearson.
Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students’ processes and products. L1-Educational Studies in Language and Literature, 4(1), 5-33. https://doi.org/10.1023/B:ESLL.0000033847.00732.af
Shirvan, M. E., Karahan, P., Ahangar, A., & Taherian, T. (2016). Towards an ecological understanding of university students’ anxiety in English as a general course in light of sociocultural perspective. Procedia-Social and Behavioral Sciences, 232, 62-69.
https://doi.org/10.1016/j.sbspro.2016.10.016
Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7(2), 256-287.
https://doi.org/10.1177/0741088390007002004
Ushioda, E. (2007). Motivation, autonomy and sociocultural theory. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner curriculum and assessment (pp. 5–24). Authentik.
VandenBos, G. R. (2009). APA concise dictionary of psychology. American Psychological Association.
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
Wette, R. (2010). Evaluating student learning in a university-level EAP unit on writing using sources. Journal of Second Language Writing, 19(3), 158-177. https://doi.org/10.1016/j.jslw.2010.06.002
Wette, R. (2019). Embedded provision to develop source-based writing skills in a Year 1 health sciences course: How can the academic literacy developer contribute?. English for Specific Purposes, 56, 35-49. https://doi.org/10.1016/j.esp.2019.07.002
Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research, 26(5), 1-24. https://doi.org/10.1177/1362168820917323
Yang, H. C., & Plakans, L. (2012). Second language writers’ strategy use and performance on an integrated reading‐listening‐writing task. TESOL Quarterly, 46(1), 80-103. https://doi.org/10.1002/tesq.6
Zabihi, R. (2018). The role of cognitive and affective factors in measures of L2 writing. Written Communication, 35(1), 32-57.
https://doi.org/10.1177/0741088317735836
Zhang, C. (2013). Effect of instruction on ESL students’ synthesis writing. Journal of Second Language Writing, 22(1), 51-67.
https://doi.org/10.1016/j.jslw.2012.12.001
Zhang, H. (2011). A study on ESL writing anxiety among Chinese English majors: Causes, effects and coping strategies for ESL writing anxiety. Kristiansan University of Sweden. https://www.divaportal.org/smash/get/diva2:426646/FULLTEXT02
Zhang, H., Song, W., Shen, S., & Huang, R. (2014). The effects of blogmediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6), 670-685.
https://doi.org/10.14742/ajet.860
Zhang, Y. (2018). Exploring EFL learners’ self-Efficacy in academic writing based on process-genre approach. English Language Teaching, 11(6),115-124. https://eric.ed.gov/?id=EJ1180209
)