The Effect of Learning Strategy and Writing Motivation on the Ability to Write Short Texts during Covid-19 Pandemic

The purpose of this study is to compare how students taught with Learning Strategies for Improving Thinking Skills (SPPKB), and expository learning strategies to write short stories. Additionally, it identifies differences in students' short story writing abilities between those with a high level of writing motivation and those with a low level of writing motivation. Additionally, it establishes the relationship between learning strategies and motivation for writing short stories in online learning. Diponegoro High School is located in the Asahan Regency. This research was conducted at Diponegoro Senior High School in Asahan Regency, with tenth-grade students as the research population. This is a quantitative study conducted using quasi-experimental methods. A Randomized Control Group Pretest-Posttest Design was used in the research. Instruments include treatment instruments such as syllabuses, lesson plans, questionnaires, and measurement instruments embedded in short story texts. The study's findings indicate a difference in the ability to write short stories between the treatment of learning strategies and motivation to write, and that this difference is mediated by an interaction.

The Effect of Peer Assessment Application on Writing Anxiety and Writing Motivation of 6th Grade Students

This research, aims to investigate whether peer assessment application has an effect on writing anxiety and writing motivation of 6th grade students. It is one of the quantitative research designs. The study group of the research consists of 6th grade students attending a secondary school in Turkey. There are 35 students in the study, 17 are in the experimental group and 18 are in the control group. The data of the study were collected with “Writing Anxiety Scale” and the “Writing Motivation Scale”. For six weeks, a peer assessment application was carried out and the texts written by the students were evaluated by their peers with a peer assessment form. In the analysis of the data, firstly t-test was performed for unrelated groups, and two-way ANOVA was used for complex measures. According to the findings obtained in the research, it was concluded that writing anxiety of the experimental group students, who have lessons with peer assessment method, decreased significantly compared to the control group students who have lessons with the current program. When the students’ writing motivations were examined, it was found that writing motivation scores of the experimental group students were higher than the control group students. In line with these findings, it can be stated that peer assessment application reduces students’ writing anxiety and increases their writing motivation. Based on the results obtained, some recommendations were made.

Exploring the College EFL Self-access Writing Mode Based on Automated Feedback

The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect

The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers including students with low writing skills in basic writing classes and students in typical first-year composition (FYC), to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes and 229 in FYC). Students completed a 49-item motivation questionnaire with scales for goal-orientation, self-efficacy, beliefs, and affect about writing and wrote an argumentative essay. Confirmatory factor analysis provided evidence for the structural construct validity of all scales for both groups. Statistically significant differences between basic writers and FYC students were found on self-efficacy for grammar and strategies and on beliefs about the importance of substance and mechanics. Structural equation modeling found statistically significant positive relationships of essay quality with all three self-efficacy scales and belief about the importance of substance to good writing, as well as negative relationships with avoidance goal orientation and belief in the importance of mechanics. Limitations and implications for motivation and instruction of basic writing students and of adults with learning disabilities are discussed.

Writing Motivation Sources of Teacher Candidates: A Phenomenological Study

Writing motivation is effective on writing behavior and writing habits. The aim of this study is to determine the factors that motivate pre-service teachers to write and thus support their writing habits. For this purpose, the research was designed in accordance with the phenomenological pattern from qualitative research designs. In the research, interviews were conducted with pre-service teachers through the semi-structured interview form prepared by the researcher. The data obtained from these interviews were analyzed by content analysis technique. Research findings showed that there were internal (internal) and external (external) factors motivating teacher candidates to write. According the findings, the main internal factors that motivated pre-service teachers to write were positive thoughts and beliefs about writing and writing skills, goals expected to be achieved by writing, and lastly, interest and desire for writing. Requirements and environmental expectations for writing, appreciation and support from family and readers, and the environment which is a positive role model in writing were external factors that motivated pre-service teachers to write. In the study, these factors and student views under these factors were discussed and what could be done to increase their motivation for writing was evaluated.

Core Self-Evaluation, Writing Motivation, and Business Writing Performance of College Third Year Students of Occidental Mindoro State College

This predictive cross-sectional study explored core self-evaluation, level of writing motivation, and their influence on the business writing performance of junior business students at Occidental Mindoro State College. One hundred fifty junior business students of Occidental Mindoro State College Main Campus in Academic Year 2020-2021 selected through a simple random sampling technique were the respondents in the study. It was found that the student’s level of core self-evaluation was moderate considering their results in the locus of control, self-esteem, and self-efficacy. However, the students are highly motivated in performing their writing activities. Therefore, the improvement in core self-evaluation may slightly improve writing motivation and writing performance. Likewise, improving writing motivation may slightly improve the writing performance of business students. The positive beta coefficients indicate that if the indicators of writing motivation are improved, the students’ writing performance becomes better. Thus, core self-evaluation and writing motivation affect students’ business writing performance.

Analysis of Writing Motivation for Medical University EFL Learners in China

This research aims to investigate EFL learners’ writing motivation in a medical university. Although writing plays a critical role in English learning, it has often been neglected by students, they only take writing as a tortured task which has been related to the score in final tests. In a medical university, most students are afraid of writing and lack motivation to write in English because of the heavy load and pressure from their medical tasks. Therefore, this study describes students’ writing motivation through the class observation, questionnaire, and interview, and finds what factors affect students’ writing motivation. Based on the analysis results, combined with features of students from a medical university, the researcher comes up with strategies to improve learners’ writing motivation.

The Correlation between the Teacher's Oral Feedback and the Students' Writing Motivation

This study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. This study is quantitative research with a correlation method. The researcher conducted this study at SMPN 2 Kasihan. The population of this study included all of the 8th graders. The sample of this study consists of 93 students. To gain the data, the researcher distributed the questionnaires to the students. The data analysis technique used in this research used Rank Spearman Correlation, with SPSS version 23 for the windows program. The result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. It is evidenced by the Rank Spearman correlation test results with the significance value of 0.000, where it is <0.05.