Writing Enjoyment

Objective: Despite the renewed interest in individual differences in second language acquisition (SLA), there is still limited research on the interconnections among regulatory focus (promotion and prevention), L2 grit (Consisting of perseverance of effort and consistency of interests), and emotions. Methods: A total of 85 undergraduate English majors (54 women, mean age = 20 years) from two comprehensive universities in Iran took part in the research. In order to assess the participants' promotion and prevention focuses, L2 grit, and English writing enjoyment, three questionnaires were used. The data collected was analyzed using IBM SPSS (26.0) software. Results: The correlational analysis revealed that regulatory focus, L2 grit, and L2 writing enjoyment are interconnected. Specifically, promotion focus positively correlated with L2 writing enjoyment and L2 grit. Additionally, L2 grit (Perseverance of Effort) showed a meaningful connection with L2 writing enjoyment. On the other hand, prevention focus demonstrated significant negative correlations with L2 writing enjoyment and L2 grit. Lastly, there was no significant relationship found between L2 Grit (consistency of interest) and L2 Writing Enjoyment. Conclusions: The study's results demonstrate the crucial findings regarding the interplay between different dimensions of grit, emotion and personal best goals.

Writing in a second language (L2) presents significant challenges due to the existing cognitive and social intricacies. Furthermore, psychological factors such as motivation are possibly closely linked to L2 writing success. The writing motivation in an L2 is affected by different factors that interact to influence students' experiences and results. Among such factors, writing self-efficacy and enjoyment are essential elements that greatly affect L2 students' motivation. This study attempts to inspect the connections among writing, enjoyment, self-efficacy, and motivation. This study offers a thorough understanding of how such variables interrelate and affect one another. Gaining insight into the predictive force of writing enjoyment and self-efficacy provides valuable knowledge for teachers and scholars in developing interventions and strategies aimed at boosting writing motivation among L2 students. Two hundred and thirteen students from English Language Preparatory schools of two universities in Turkey took part and the three questionnaires, namely writing motivation, self-efficacy, and enjoyment were administered to the participants. The data was analyzed through Structural Equation Modeling (SEM). The results indicated that there is a strong correlation between motivation and enjoyment, while the correlations between enjoyment and self-efficacy, as well as motivation and self-efficacy, were moderate. The result through SEM revealed that two predictors (writing enjoyment and writing self-efficacy) together explain 35.6% of the variance in writing motivation. The results suggest a moderate degree of predictability, indicating that such variables play a significant role in explaining reasons for people’s motivation to write. These results provided important knowledge for language stakeholders.