Rank-Based Versus Score-Based Rewards: Effects on Task Emotions and Performance in Second Language Writing

This study investigates the impact of rank-based versus score-based reward systems on task-induced emotions and writing performance among young second language (L2) writers, in light of their achievement goals. Participants were 235 Chinese secondary English-as-a-foreign-language students. They completed an achievement goal questionnaire and were assigned to either a rank-based reward, score-based reward, or no-reward condition. Following an English writing task, participants completed a post-task scale assessing their enjoyment and anxiety during the task. One-way ANOVA (Analysis of Variance) results demonstrated that the rank-based reward condition significantly enhanced task enjoyment and reduced anxiety. Structural equation modeling showed that both reward systems improved task performance, with rank-based rewards exerting a stronger positive effect than score-based rewards. Task enjoyment partially mediated the effect of rank-based rewards on writing performance. A series of multiple linear regression analyses indicated that the effect of achievement goals on emotional and performance outcomes was moderated by the type of reward system implemented. These findings yield pedagogical implications for leveraging motivational frameworks and fostering positive emotions in L2 task design from a positive psychology perspective.