ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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- All Subjects: English as a Second Language
- Creators: Prior, Matthew T
Description
This dissertation study investigated how L2 doctoral students regulate their emotions upon receiving written feedback from their mentors. The study took a multiple-case-study approach that entailed stimulated recall of the feedback-reading and revision process. Three international doctoral students who were engaged in high-stakes writing in the third and fourth years of their doctoral program participated in the study. The data from the stimulated-recall and interview talks were analyzed and coded for emotion-regulation strategies and how they were used in the participants’ revision process. The results show that the participants, while processing feedback, experienced a variety of emotions—both positive and negative—that stemmed from the challenges of working in an academic setting, life as a scholar, and social relationships. They also regulated their emotional reactions by suppressing immediate emotional responses or by reappraising their thoughts to proactively reduce the emotional impact. The results also show that one of the key functions of emotion regulations in the writing process may be to prevent writer’s block. These findings, unlike previous studies, provide an understanding of how individual variations of emotion regulation strategies are exercised and how regulation impacts the process of writing in a naturalistic context. In addition, the findings suggest the need for future studies to identify the necessity and efficiency of emotion regulation strategies within the L2 writing context and establish an inventory of emotion regulation strategies that allow researchers, teachers, and writers to recognize ways to sustain an effective writing process.
ContributorsSato, Ryuichi (Author) / Matsuda, Paul K (Thesis advisor) / James, Mark A (Committee member) / Prior, Matthew T (Committee member) / Arizona State University (Publisher)
Created2022
Description
ABSTRACTIn the context of English as a foreign language (EFL) education at Saudi
universities, intrinsic motivation plays a crucial role in the second language (L2) learning
process. Drawing on the theoretical framework of Self-Determination Theory (SDT), this
thesis investigates how learner autonomy can be enhanced to promote intrinsic motivation
among Saudi EFL learners. This thesis offers a literature review to explore the significance
and application of intrinsic motivation proposed by the identified empirical studies in this
context. It begins by providing a general overview of motivation and the relationship
between learner autonomy and intrinsic motivation based on SDT. After that, it explores
the identified studies in this context by providing an in-depth analysis of each study. To
comprehensively review the existing literature, a methodical search strategy was
employed. The Arizona State University Library and the Education Resources Information
Center (ERIC) were utilized. The focus was on empirical studies that emphasized intrinsic
motivation in the context of EFL students in Saudi Arabian universities and how to promote
it, with particular attention to the principles of SDT regarding learner autonomy. It further
suggests that enhancing autonomy, as viewed through the lens of SDT, could provide the
necessary conditions for intrinsic motivation to thrive in the context of EFL in Saudi
Arabia. A justification for this review was the evident gap in the literature as there are only
five identified studies that met the criteria of selection in this context. This thesis contends
that integrating SDT's view of learner autonomy with a balanced approach to structured
and choice-based learning may effectively bridge the gap identified in the current research
on intrinsic motivation. Although the studies at hand present a valuable addition to intrinsic
motivation within the EFL context in Saudi universities, they fall short in some respects.
ii
Therefore, this thesis advocates for an educational model that applies SDT-based
autonomous learning strategies into the curriculum to enrich the intrinsic motivation of
Saudi EFL students. Several recommendations regarding how to promote intrinsic
motivation are presented.
ContributorsBin Mohicen, Abdulaziz (Author) / James, Mark (Thesis advisor) / Prior, Matthew T (Committee member) / Matsuda, Aya (Committee member) / Arizona State University (Publisher)
Created2023