Examining Regulatory Fit Effects on L2 Writing Motivation: Individual Regulatory Focus and Teacher Feedback

ABSTRACT Focusing on the learner's agency in feedback practices, this study investigates how learners’ regulatory focus (i.e., promotion‐ vs. prevention‐oriented) and teacher feedback interact to affect second language (L2) writing motivation. It examines the effects of regulatory fit on L2 learners’ writing motivation and self‐evaluation of writing performance. Ninety‐one L1‐Korean EFL university students were randomly assigned to either gain or loss feedback conditions designed to create fit or non‐fit depending on the individual's regulatory focus. The participants wrote an essay and received teacher feedback, and afterward, their L2 writing motivation was assessed in terms of the learners’ expectations for their future writing development, intended effort, and evaluations of their own performance. Multiple regression analyses showed partial support for positive regulatory fit effects on learners’ performance evaluation only in the loss condition. The loss frame positively interacted with regulatory focus to enhance learner expectations for future development, yet these effects were observed regardless of fit. Regulatory fit failed to affect learners’ intended effort. The findings are discussed in terms of effective feedback for L2 learners’ motivation in writing.