title: The role of research-article writing motivation and self-regulatory strategies in explaining research-article abstract writing ability.
abstract: The purpose of the study was to investigate the effects of research-article writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N=185; M age=25.8 yr., SD=4.5, range=22-53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy.
authors.affiliation: 1 National Academy for Educational Research.
authors.forename: Ming-Chia
authors.initials: MC
authors.lastname: Lin
authors.forename: Yuh-Show
authors.initials: YS
authors.lastname: Cheng
authors.forename: Sieh-Hwa
authors.initials: SH
authors.lastname: Lin
authors.forename: Pei-Jung
authors.initials: PJ
authors.lastname: Hsieh
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D009042:Motivation; D019303:Multilingualism; D012106:Research; D013624:Taiwan; D014956:Writing; D055815:Young Adult