Interactions among motivational orientations, cognitive task complexity, and proficiency in L2 writing performance

Abstract This study examined how L2 learners’ motivational orientations predict writing performance across task complexity and proficiency levels. Drawing on Regulatory Focus Theory and Regulatory Mode Theory, four motivational orientations (promotion, prevention, assessment, and locomotion) were examined as predictors of syntactic complexity, accuracy, lexical complexity, and fluency (CALF). One hundred and twenty EFL learners at B1–C1 levels completed simple and complex argumentative writing tasks and two motivational-orientation questionnaires. Multiple regression analyses showed that assessment consistently positively predicted several CALF measures, particularly under complex task conditions and at higher proficiency levels. Promotion positively predicted syntactic complexity and fluency but negatively predicted accuracy, especially among advanced learners completing the complex task. Prevention negatively predicted syntactic complexity and lexical sophistication, whereas locomotion positively predicted syntactic complexity but negatively predicted accuracy. Overall, the findings highlight the interplay of motivational orientations, cognitive task demands, and L2 proficiency and underscore the value of integrating motivational and cognitive considerations into task-based L2 writing instruction.