摘要：The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to providestudents with explicit writing strategy instruction and practice. W-Pal includes a suite ofeducational games developed to increase writing engagement and provide opportunities topractice writing strategies. In this study, first (L1) (n = 26) and second (L2) language (n =16) students interacted with W-Pal over eight sessions. We collected students’ daily selfreportsof engagement, motivation, and perceptions of performance, as well as theirreported game attitudes (difficulty, helpfulness for learning, and enjoyment). Resultsindicated that, for all students, interactions with W-Pal led to increases in writingperformance and more positive attitudes towards the system (engagement, motivation, andperceived performance). For L1 students, game difficulty was a significant predictor ofboredom; however, for the L2 students, game enjoyment predicted both their motivationand perceived writing improvement. Notably, the L2 students’ game ratings accounted formore variance in these daily reports than did the ratings of L1 students. This studysuggests that L1 and L2 students experience similar benefits offered by game-basedstrategy practice in an ITS. Further, the link between game attitudes and overall dailyperceptions of training may be stronger for L2 students than L1 students.
关键词：Strategy Instruction; Second Language Writing; Writing Instruction;Motivation; Game-Based Practice.
