To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) Writing course to Iranian learners’ Writing development and Writing Motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional Writing instruction, while the Experimental Group received a flipped Writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed Writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 Writing performance of the experimental group (F=22. 20, p = 0. 000, partial eta squared = 0. 35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ Writing Motivation (F= 51. 67, p = 0. 000, partial eta squared = 0. 56). The findings have remarkable implications for L2 Writing methodology.

Having in mind the high level of challenge in Writing as a foreign language, this research provided Iranian EFL learners with audiovisual feedbacks as an alternative of common written feedback and focused on its’ meaningfulness in order to provide an incentive medium for the participants and increase their Motivation. One hundred young adult female learners in addition to six English language teachers took part in this study. The data was gathered through opinionnaires, interviews and learner’s composition papers and the triangulation method was used to analyze the data. The findings indicate that audiovisual meaning-focused feedbacks are not only effective in increasing the learners’ Motivation to write but also have the ability to change the negative view of the learners towards Writing which can help learners further their efforts in also achieving educational progress in English.

The study of individual difference variables in the realm of written feedback is one of the significant lines of research which has been reinvigorated in the last few years. These variables are believed to affect both students’ engagement with feedback and their Writing improvement. The present correlational study investigated the relationship between EFL students’ implicit theories of Writing intelligence, Writing Motivation and attitudes toward written feedback. In so doing, 110 intermediate English language learners took three questionnaires, namely Implicit Theories of Writing Intelligence, Orientation toward Corrective Feedback, and Writing Motivation. The findings of the present study indicated that EFL students’ incremental theory of Writing intelligence positively correlated with their Writing Motivation and feedback seeking orientation. On the other hand, EFL students’ entity theory of Writing intelligence negatively correlated with their Writing Motivation and positively correlated with their feedback avoiding orientation. In other words, those EFL learners who believed in the plasticity of their cognitive abilities were of higher Writing Motivation and feedback seeking orientation levels than those participants who believed that their Writing ability was a fixed entity, which could not be extended.

Employing an explanatory sequential design, this study investigated the effects of a blog-mediated Writing course on L2 students’ Writing Motivation, self-efficacy, and self-regulation. A number of 46 Iranian EFL learners from 2 intact university classes were recruited as the participants and were randomly assigned into the control group (n = 21) and the experimental group (n = 25). Over a 16-week university semester, the control group was taught using traditional Writing instruction, whereas the experimental group was taught using a blog-mediated Writing course. Data were collected through administration of 3 scales, measuring L2 Writing Motivation, self-efficacy, and self-regulation. Also, to reveal a more comprehensive understanding of blog-mediated Writing instruction, a set of semistructured interviews were conducted with a number of participants in the experimental group. ANCOVA analyses and thematic data coding were conducted for the quantitative and qualitative data analyses, respectively. Findings revealed that integrating blogs into EFL Writing instruction helped the experiment group to have more Writing Motivation and Writing self-regulation than the control group that only had received regular in-class instruction. However, the blog-mediated Writing course decreased the Writing self-efficacy of the EFL students. Findings offer theoretical and pedagogical implications for L2 Writing instruction.

English as a Foreign Language (EFL) learners may not appreciate Writing and even perform poorly in Writing tasks partly due to what feelings they harbor toward such tasks. This study explored the relative effects of three degrees of Writing task complexity based on resource directing dimensions of complexity on EFL learners' task Motivation. Participants were 64 intermediate EFL learners at a language school in Baneh, Kurdistan, Iran, and were randomly assigned to one of the three groups: low complexity group, medium complexity group, and high complexity group. After completing the tasks, they filled in a task Motivation questionnaire. The results showed that perceived relevance as a dimension of task Motivation was higher in medium complexity group. With respect to emotional state as another dimension of task Motivation, medium complexity task motivated participants more than low and high complexity tasks, because the participants showed a positive emotional state after doing it. Based on the findings and regarding intermediate EFL learners, it is recommended that Writing tasks with a medium degree of complexity should be incorporated into task-based syllabuses by EFL teachers because of learners' task Motivation toward these tasks.