Exploring the relationships among writing enjoyment, cognitive load, and academic achievement in L2 project-based writing

Abstract

Although project-based writing (PBW) is widely implemented in second language (L2) teaching context, its high cognitive demands are frequently reported. Drawing on the Integrated Model of Cognitive-Affective Learning (IMCAL), this study investigated how writing enjoyment interacted with cognitive load in shaping L2 learners’ PBW achievement. This study employed a mixed-methods design, incorporating survey data from 417 Chinese university students and follow-up semi-structured interviews. Structural equation modeling (SEM) was used to test a mediation model in which cognitive load mediates the relationship between writing enjoyment and writing achievement. Results indicated that writing enjoyment not only directly and positively predicted writing achievement, but also attenuated the negative relationship between cognitive load and writing achievement. Qualitative results further explained the mechanisms through which writing enjoyment was associated with cognitive load and writing achievement. Critical antecedents of writing enjoyment in PBW learning environments were also explored. These results yield practical implications for PBW course design, as well as theoretical insights into understanding IMCAL in the L2 PBW context.