Integrating adaptive learning and expectancy-value theory of motivation to enhance L2 learners’ writing achievement, error tolerance, and feedback tolerance

Abstract

This study examines the effects of integrating adaptive learning (AL) and expectancy-value theory of motivation (EVTM) interventions on second language (L2) learners' writing skills, error tolerance (ET), and feedback tolerance (FT). By investigating integration of EVTM instruction within AL environments, the study addresses the need to harness the transformative potential of adaptivity and EVTM in language learning, contributing to effective pedagogical approaches that promote students' writing proficiency and resilience. A total of 120 intermediate-level English proficiency students were randomly assigned to two experimental groups (AL-application use and AL-application use enriched with EVTM instruction) and one control group (technology-enhanced non-AL application use). The study employed writing tasks, ET, FT, EVTM questionnaires, and semi-structured interviews as data collection instruments. Findings indicate that the AL application significantly improves participants' writing outcomes, ET, and FT. Moreover, integration of EVTM interventions within AL environments enhances not only writing skills, ET, and FT but also EVTM. Furthermore, qualitative results suggest a positive impact of AL and EVTM interventions on students' learning processes. Results highlighted that integration of AL and EVTM instruction enhances students' motivation, beliefs, and metacognitive awareness, provides personalized instruction and immediate feedback, and creates a comprehensive and supportive learning environment.