Constructive Feedback in L2 Writing with Chinese High School Students in Taiwan

<p>The purpose of this study was to investigate the lack of motivation in L2 writing of Chinese high school students in Taiwan. The subject of this study was to examine how age, culture, and the education system in Taiwan influenced students’ motivation in learning English writing. It provided insight about how academic environments influence students’ motivation in learning English, how teachers’ feedback shapes students’ learning attitudes, and effective ways to increase students’ motivation and self-esteem. The study utilized Krashen’s (1981) affective filter hypothesis and Dornyei’s (1994) three levels of motivation theory. Ten Taiwanese students participated in this study. All of the participants studied in Taiwan high schools and each came from diverse backgrounds in terms of different education systems and ethnicities in Taiwan. The results suggest that teachers need to be aware of the difficulties with which students struggle in academic and social environments. An implication of the study is that teachers need to provide constructive feedback and stimulate students’ motivation to improve Taiwanese high school students’ English writing.</p>

Name thesis:degree_name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

International and Multicultural Education (IME)

Year dc:date.available

2014

Author dc:creator

• Yang, Chiawei Diane

• Bilingual, Multilingual, and Multicultural Education
• Education

Repository record dc:identifier

https://repository.usfca.edu/thes/102

OAI identifier oai:identifier

oai:repository.usfca.edu:thes-1119