This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning
and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs.
locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic
performance of writing, touching a highly controversial issue in the task based language instruction, in terms of complexity, accuracy, and
fluency (CAF). In an experiment, 55 college EFL learners were asked to complete the regulatory focus and mode questionnaires, and then to
perform two writing tasks with varying task complexity; picture description task and argumentative writing task. For analysis, learners'
regulatory foci and modes were evaluated, and learners' writing performances were assessed with three CAF measures. Correlation analyses
revealed 1) the positive correlation between the level of assessment and lexical complexity 2) the negative correlation between the level of
prevention and all measures of CAF, and 3) the negative correlation between the level of locomotion and accuracy. In order to analyze
differences among the four groups divided by the predominance of RF/RM, the One-way ANOVA was conducted. The results revealed the significant
mean differences in fluency and complexity across groups. In the analysis testing the effect of task complexity, the Paired sample t-test
revealed learners significantly increased fluency and lexical complexity but no change in accuracy. However, the patterns determined from the
individual group data were somewhat different from those obtained from the pooled group data. In addition, the results of the analysis of
disaggregated data using 4x2 Repeated-measures ANOVA showed a significant main effect of task complexity on the measures of lexical complexity
and again a significant main effect of regulatory orientations on the measure of fluency. The results of this study provided empirical support
for establish theory and important implications for Second Language (L2) learning and development. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the
degree of Doctor of Philosophy. / Fall Semester 2018. / November 13, 2018. / Includes bibliographical references. / Mostafa Papi, Professor Directing Dissertation; Michael Leeser, University Representative; Phil Hiver,
Committee Member; Elizabeth Jakubowski, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_661134 |
| Contributors | Eom, Mijin (author), Papi, Mostafa (professor directing dissertation), Leeser, Michael J. (university representative), Hiver, Philip V. (committee member), Jakubowski, Elizabeth M. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (154 pages), computer, application/pdf |
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