A Case Study of Taiwanese English-Majored Students’Academic English Writing Motivation

• Main Authors: Chen,Chieh-Wen, 陳捷文
• Other Authors: Guo,Yi-Huey
• Format: Others
• Language: en_US
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/32887412640892309298

碩士 === 東海大學 === 外國語文學系 === 103 === Although the importance of motivation research in the field of language learning has been widely confirmed, not many looked into classroom contextual factors that may affect the salient increase/decrease of English as a foreign language (EFL) college students’ motivation for learning L2 academic writing. To bring to researchers and language learners a better understanding of EFL college students’ L2 academic writing motivation, this study investigates the contextual factors that affect the participants’ learning motivation. This case study investigated how the classroom environmental factors affected learners’ motivation for learning L2 writing by applying multiple qualitative research instruments. Two EFL college students volunteered to be research participants: Both of them majored in English and were taking college English composition class during the course of study. The data were collected using the following data collection techniques: semi-structured interviews, classroom observations, teacher-student writing conferences, and the participants’ writing samples. The researcher of the study used these data to analyze the following themes: first, the participants’ personal orientation (a set of goals or interests which influence one’s motivational intensity) towards the learning of L2 writing; second, the contextual factors that affect the participants’ L2 writing motivation in the composition classes. These themes will help language teachers and researchers to better understand how learners construct their motivation and their attitudes towards the learning situation.