The predictive role of motivational orientations in L2 writing task performance across proficiency levels

Abstract This study investigates the predictive power of motivational orientations on second language (L2) writing task performance across different proficiency levels. Drawing on the framework of motivational orientations, including Promotion, Prevention, Assessment, and Locomotion, the research explores how these orientations predict various aspects of L2 writing, such as syntactic complexity, accuracy, lexical complexity, and fluency (CALF). The study also examines the interaction between motivational orientations and learners’ writing proficiency levels. To do so, 120 undergraduate English as a foreign language (EFL) learners participated in this research, categorized into three proficiency groups (low, mid, and advanced) based on their writing placement test scores. They completed a motivation questionnaire and performed an argumentative writing task. The essays were then analyzed using CALF measures. Results revealed that Promotion positively predicted phrasal complexity and lexical sophistication. Although Promotion was a positive predictor of overall syntactic complexity for the Upper Intermediate and Advanced groups, it negatively predicted this metric for the Intermediate group. Prevention positively predicted accuracy, particularly for the Intermediate group, while negatively predicting phrasal complexity and lexical diversity in lower proficiency groups. Assessment positively predicted syntactic subordination, especially for Intermediate and Advanced learners, while negatively predicting accuracy in the Advanced group. Finally, locomotion predicted fluency, especially for the Intermediate learners, but negatively predicted accuracy in the Advanced group. These findings suggest that motivational orientations predict L2 writing task performance, with varying effects depending on L2 learners’ writing proficiency levels.