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Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors such as writing anxiety and motivation predict learners' self-evaluative judgments of both teacher-corrected and peer-corrected feedback. For this study, 158 Taiwanese college sophomores participated in a survey that comprised three questionnaires. Results demonstrated that intrinsic motivation and different types of writing anxiety predicted English as foreign language learners' evaluative judgments of teacher and peer feedback. The findings have implications for English-writing instruction.

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Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners' efforts to gain competence in an L2, and consider learners' perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners' perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners' perceptions of classroom interaction and learners' communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners' perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners' positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.Keywords: classroom interaction, learners' perceptions, communication apprehension, intrinsic motivation, extrinsic motivation IntroductionAccording to language acquisition theories and empirical research, interaction is a fundamental element in acquiring a language. Based on Long's (1983) interaction hypothesis and Swain's (1985) comprehensible output hypothesis, interaction facilitates L2 learning by providing opportunities to negotiate meaning, to give and receive corrective feedback, to modify output, and to test hypotheses. From a sociocultural perspective, learning comprises social interaction with mediated assistance (Vygotsky, 1987). However, in all kinds of educational interactions, including learner-to-learner and learner-to-teacher types, it is the learners, not the teachers, who must learn. Therefore, learners' perceptions of classroom interaction and their affective states may be just as important as teaching in a way that encourages interaction.Research has documented learners' beliefs about classroom communication (e.g., Hawkey, 2006;Zhou, 2015). Learners' perceptions of classroom communication may vary with their teachers' perceptions. How learners perceive classroom interaction mostly prompted by the activities planned by the teacher may influence learning in the classroom in important ways. Therefore, it is meaningful to focus attention on Chaochang WangThe Journal of Asia TEFL Vol. 14, No. 1, Spring 2017, 16-31 17 the sources of learners' perceptions. Affective variables are considered to be among the most important individua...

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.