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29Motivational self-regulatory capacity in L2 writingtion and learning strategies literature, this study pro-vides practical implications regarding the role of in-structed SLA in assisting individual learners to take ownership of their own learning. Furthermore, the study described the importance of qualitative data, as it can often drive item developments; the study also highlighted the importance of validating ques-tionnaire instruments before conducting the main study in order to gain condence in the statistical reports. Developing a reliable instrument also benets teaching professions because it helps them under-stand the research context and the nature of stu-dents’ evolving motivational SRC due to interna-tional study experiences. Notwithstanding the potential signicance of this research, this study also has potential limitations. While Tseng et al. (2006) had nearly 200 partici-pants each for their second and third phases, I only received 56 valid responses out of 510. Thus, I ex-pect the maximum number of participants for my third phase would be 100, which is the minimum sample size for the structural equation model with ve constructs. Also, SRC may change over time and by contexts; L2 students in EAP programs might therefore be a special group of learners who are highly motivated to write academic essays (as compared to EFL learners in non-English speaking countries such as Taiwan and Japan). To further un-derstand the concept of motivational SRC, results from the questionnaire instrument should always be triangulated with other data sources (e.g., interview, observation, and linguistic analysis). As the nal stage of this questionnaire develop-ment and validation, the study should evaluate the newly developed instrument with a larger popula-tion (approximately 100 students) in a similar EAP context. Using another statistical software, SPSS Amos, I will rst conduct conrmatory factor analy-sis (CFA) based on the structural equation modeling (SEM). I will then examine whether the underlying latent construct of the motivational SRC in aca-demic essay writing is a general factor in ve sub-dimensions as Dörnyei (2001) suggested. I will sub-sequently evaluate the dimensionality by examining the measurement model t; this would be done by observing several t indices examined in Tseng et al.’s (2006) study. If the hypothesized model is con-rmed through these indices, the nal motivational SRC construct in academic essay writing will be presented as a path model with the factor loadings of ve subscales. Finally, as I reported earlier as a preliminary result, I will perform an exploratory factor analysis (EFA) by computing PAF loadings to ensure the nal instrument’s uni-dimensionality. Beyond the nal evaluation stage, the present study will t in my concurrent investigation on L2 writers’ task motivation. Dörnyei (2005) proposed three interrelated mechanisms in the task processing system, namely task execution, task appraisal, and action control. For example, by conducting a needs analysis in the participating EAP program, I recently designed a series of writing tasks to train students to provide peer feedback on essay writing within the task-based language teaching (TBLT) framework. I consider peer feedback as one of the strategies to create life-long, autonomous writers. In a concurrent study, I intend to examine task motivation particu-larly on L2 writing peer feedback from multiple perspectives including interactionist SLA, sociocul-tural theory, and socio-cognitive theory. To fully ex-amine the task processing mechanisms, I will need to collect written and oral data (for task execution) as well as self-reported data either through a small-scale questionnaire or interview (for task appraisal) in addition to this questionnaire (for action control). Acknowledgements This paper was originally written for a doctoral seminar on Individual Differences in Second Lan-

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