Abstract Task-based language learning has gained prominence as an important approach that promotes successful second language acquisition, particularly second language (L2) writing. Yet, the mechanisms through which motivational and cognitive factors collaboratively influence learners’ L2 writing task performance remain underexplored, particularly in Chinese-as-a-second-language (CSL) contexts. To address this gap, this study, grounded in the control-value theory (CVT), employed partial least squares structural equation modeling to investigate how distal motivational antecedents (extrinsic and intrinsic goal orientations) and proximal cognitive appraisals antecedents (control and value appraisals) jointly influence narrative writing task performance among CSL learners. The results revealed that neither intrinsic nor extrinsic goal orientations directly predicted task performance, but both significantly predicted control and value appraisals. Control appraisals positively predicted task performance, whereas value appraisals negatively predicted task performance. In addition, control appraisals mediated the relationships between both goal orientations (extrinsic and intrinsic) and task performance, while value appraisals only mediated the relationship between intrinsic goal orientation and task performance. This study contributes to the extension of CVT into task-based language learning in CSL contexts, providing significant pedagogical implications for L2 writing.
Zhang et al. (Tue,) studied this question.