2025/08/19 by Qotboddin Jan-nesar Moqaddam, Jan-nesar Moqaddam, Qotboddin, Mohaddeseh Yoosefzadeh +1
Arts and Humanities · Psychology · Social Sciences · #EFL/ESL Teaching and Learning #Educational and Psychological Assessments #Student Assessment and Feedback #feedback #feedback literacy #foreign language learning enjoyment #writing #writing motivation
paper · doi:10.71873/mslt.2025.1214278
openalex publication_date 2025/08/19 · openalex created_date 2025/12/22 · openalex updated_date 2026/07/01
Writing in English as a foreign language (EFL) is shaped by an interplay of cognitive, motivational, and affective factors. Adopting a mixed-methods design, this study investigated the underexplored tripartite relationship between feedback literacy, writing motivation, and the enjoyment experienced in learning a foreign language among Iranian learners of English as a foreign language. The participants were two hundred English students as a foreign language. The instruments included a writing feedback literacy questionnaire, a writing motivation questionnaire, and a foreign language learning enjoyment (FLLE) scale. In addition, semi-structured interviews were conducted with 30 learners, including 15 with high FLLE and 15 with low FLLE, to gain deeper insights into their feedback and writing experiences. Out of the initial 200 learners, 168 learners completed and returned the questionnaires. Quantitative data analysis revealed significant positive relationships between feedback literacy and writing motivation among Iranian EFL learners, regardless of FLLE levels. However, the correlation was stronger for high-FLLE learners. This study holds novelty by positioning FLLE not as a mere byproduct, but as an active emotional scaffold that determines the motivational potency of feedback literacy. Qualitative findings further indicated that enjoyment influenced how learners interpreted and acted on feedback by shaping affective filtering, self-efficacy, relational dynamics, metacognitive framing, and iterative engagement with writing tasks. Collectively, the findings suggest FLLE can act as a catalyst for sustainable writing growth. They provide EFL teachers and learners with awareness concerning the existing interconnections between feedback literacy and writing motivation in the light of FLLE levels.