Understanding L2 Academic Writing Trajectories: Writing Self-Efficacy, Motivation, Attitudes, and Achievement Emotions - February 2026, Volume 29, Number 4

Oct 15, 2026

Uploaded by Margaret

This exploratory study examines individual differences that shape English academic writing (EAW) in an English-as-a-foreign-language setting, focusing on longitudinal trajectories of L2 writing anxiety, writing self-efficacy, motivation, enjoyment, attitudes, and achievement emotions across a semester. Pre- and post-course surveys were administered to first-year English-major university students in a process-genre based EAW course. Descriptive and inferential analyses show significant change: students improved L2 writing quality, self-efficacy, motivation, enjoyment, and attitudes while anxiety decreased, with positive and negative emotions coexisting.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Abstract

Background and Literature Review

Self-efficacy

The Electronic Journal for English as a Second Language Understanding L2 Academic Writing Trajectories: Writing Self-Efficacy, Motivation, Attitudes, and Achievement Emotions February 2026 – Volume 29, Number 4 [https://doi.org/10.55593/ej.29116a1](https://doi.org/10.55593/ej.29116a1) Merve Savaşçı Sakarya University, Türkiye <[msavasci@sakarya.edu.tr](msavasci@sakarya.edu.tr)> Abstract Despite a burgeoning body of literature on individual differences (IDs) affecting foreign language (L2) writing processes in English academic writing (EAW) contexts, longitudinal patterns and the potential interrelationship of different individual variables remain underresearched. Addressing this gap, this exploratory study pursues a two-fold aim: first, identifying the longitudinal patterns of several ID factors—L2 writing anxiety, self-efficacy, motivation, enjoyment, attitudes, and achievement emotions—over the course of a semester; and second, investigating whether these constructs are interrelated. Pre-and-post surveys were administered to conveniently sampled English-major university students enrolled in a first-year EAW course that followed a process genre approach. Descriptive and inferential analyses revealed significant variations in these constructs and foregrounded their interconnected nature. Students significantly improved their L2 writing quality, self-efficacy, motivation, enjoyment, and attitudes whereas they decreased their anxiety. They also experienced a gamut of achievement emotions: before the course, anxiety, boredom, and hopelessness predominated, whereas afterward pride and enjoyment were more prominent, accompanied by reduced negative emotions. Findings further highlighted the coexistence of positive and negative achievement emotions. Overall, this study offers valuable insights into how these variables interact to shape L2 writing trajectories, thereby informing endeavors to enhance EAW in higher education and guiding future research agendas. Keywords: academic writing, EFL writing, L2 writing, writing anxiety, writing self-efficacy, writing motivation, achievement emotions Writing in a second/foreign language (L2) is well attested as a critical skill for academic achievement (Hyland, 2019) , largely because writing functions as a “gatekeeper” (Caplan, 2021, p. 268) in the academic landscape. This is especially true for students in English-as-aforeign-language (EFL) contexts, where exposure to English is relatively limited and possessing strong academic writing skills in English is both demanding and essential. While academic writing proficiency is foundational in both a first language (L1) and an L2 alike, the need for English academic writing (EAW) proficiency specifically has intensified due to the increasing dominance of English in global academia. By and large, EAW maintains a strong presence globally in academic settings at undergraduate and postgraduate levels of study, playing a critical role in student achievement. Mastery of academic writing in English is therefore a pivotal skill in academic literacy across disciplines and educational levels, which underpins academic achievement and future professional success. Reflecting its central role in academic success, writing is also a multifaceted and tremendously complex skill (Hyland, 2019) since its development is affected by an array of cognitive and non-cognitive factors due to its elusive nature (Kormos, 2012) . In this regard, writing is“[...]both cognitive and an emotional activity”(Sabti et al., 2019, p. 10) . As a matter of fact, L2 writing is not a straightforward cognitive process; “[...] it is also influenced by factors related to the emotional or psychological level”(B. Li, 2022, p. 1) . Research on L2 writing to date has predominantly focused on cognitive factors, yet investigating non-cognitive factors (e.g., motivational and affective) could also yield valuable insights, thereby helping to better understand the underlying mech

FAQs

What individual-difference variables were tracked in students’ L2 academic writing trajectories?

The study tracked L2 writing anxiety, writing self-efficacy, motivation, enjoyment, attitudes, and achievement emotions over the semester.

How were students’ data collected during the study?

Pre- and post-course surveys were administered to conveniently sampled English-major university students enrolled in a first-year EAW course using a process genre approach.

What overall changes occurred from before to after the course?

Students improved L2 writing quality, self-efficacy, motivation, enjoyment, and attitudes while decreasing anxiety; achievement emotions shifted from more negative emotions to stronger pride and enjoyment with reduced negativity.

Oct 15, 2026

Uploaded by Margaret