learner-motivation
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- PaperLanguage Teaching Research20 Jul 2026
Motivation Through Extensive Reading: A Self-Determination Theory Perspective on Young Learners of English as a Foreign Language
Jing Zhou, Mark Feng Teng, Yuman Xiao
A semester-long extensive reading program significantly increased English learning motivation among 81 Chinese middle school EFL students, particularly intrinsic and identified regulation. Qualitative data revealed heightened interest, sense of achievement, and social reading interactions as key drivers. Findings support broader implementation of extensive reading to foster motivation in young EFL learners.
Original abstract
This study investigates the impact of an extensive reading program on the English learning motivation of young middle-school learners of English as a foreign language, utilizing the self-determination theory framework. Eighty-one Grade 7 students participated in a semester-long extensive reading program designed to provide supportive conditions by allowing students to select reading materials that matched their proficiency levels and personal interests. Employing a mixed-methods approach, quantitative data were collected through pre- and post-motivation questionnaires measuring intrinsic motivation, external regulation, introjected regulation, and identified regulation, whereas qualitative data were obtained from student interviews and teacher focus groups. This study identified a multi-factor structure of motivation. It also revealed a significant increase in overall motivation, with intrinsic motivation, identified regulation, introjection regulation, and external regulation notably enhanced. Qualitative findings identified key factors contributing to motivational changes, including heightened interest in English classes, English subject, and English language; a greater sense of achievement; improved academic performance; and increased social interactions during reading activities. The study confirms extensive reading as an effective approach for fostering motivation of learning English and suggests its broader implementation among middle school learners of English as a foreign language.
- PaperJournal of Second Language Writing17 Jul 2026
Can GenAI deliver growth-oriented feedback? Evidence for enhancing learners’ growth mindset and adaptive motivation in second language writing
Yuan Yao, Mi Rong, Nigel Mantou Lou
A field experiment tested whether generative AI can deliver growth-oriented feedback to L2 English writers. Growth-oriented feedback enhanced students' growth mindset and maintained adaptive responses to mistakes, while corrective feedback reduced adaptive responses. The findings suggest GenAI feedback in L2 writing can foster motivation and development beyond error correction.
Original abstract
Drawing on the mindsets theory, this study explores the use of generative artificial intelligence (GenAI) in producing growth-oriented feedback (i.e., feedback that aligns with the principles of growth mindset) and investigates its impact on students’ growth mindset, adaptive responses, and second language (L2) English writing performance. This field experiment was conducted at a university in China, involving 92 first- and second-year undergraduate students ( M age = 18.76, SD =.882; 80.4% males and 19.6% females). The participants were randomly assigned to an experimental group ( n = 49) or a control group ( n = 43) and completed pre- and post-questionnaires. Over the course of a semester, the participants completed three argumentative writing tasks. After each task, the experimental group received GenAI-generated growth-oriented feedback, whereas the control group received GenAI-generated corrective feedback. The results showed that growth-oriented feedback significantly enhanced students’ growth mindset and maintained their adaptive responses to mistakes at a relatively high level. In contrast, GenAI-generated corrective feedback led to a decline in adaptive responses to mistakes. Moreover, the change in growth mindset mediated the effect of feedback types on adaptive responses and writing performance. This study offers insights into the effectiveness of GenAI in generating growth-oriented feedback, highlighting its potential of GenAI feedback in L2 writing to go beyond error correction and foster motivational, behavioral, and academic development.