Exploring EFL students’ motivation in essay writing through writing beliefs, self-efficacy, and attitudes: a case from Papua, Indonesia
Abstract
Although writing motivation has been widely investigated, limited research has focused on the three elements of internal motivation: writing beliefs, self-efficacy, and attitudes, let alone in the Papuan context. This study explored 32 Papuan EFL undergraduate students' internal motivation in essay writing through a purposive sampling technique. This research adopted a mixed method of quantitative and qualitative data. In collecting the quantitative data, a questionnaire was distributed through the Google Forms platform and analyzed using SPSS 26.0. Meanwhile, semi-structured interviews were conducted to gain qualitative data and analyzed by reading the data transcription and listening to the data recording three times to gain more valid information about the students' internal motivation in writing. The findings revealed that most EFL students had realized the importance of writing (WB1; M=3.63). Some students also demonstrated self-efficacy as writers (SE1; M=3.67), while others still felt anxious during writing (SE4; 3.60). Furthermore, some participants had created a positive attitude toward writing, whereas others did not. This research offers pedagogical implications for the lecturers and educators to promote the importance of writing to their students, encourage them to increase their self-efficacy as writers, and create positive attitudes toward writing.
Keywords
Full Text:
PDFArticle Metrics
Abstract view : 850 times | PDF view : 466 timesReferences
Akta?, N., & Akyol, H. (2020). Effect of digital writing workshop activities on writing motivation and development of story writing skills. International Journal of Progressive Education, 16(3), 270–287. https://doi.org/10.29329/ijpe.2020.248.20
Akyol, H., & Akta?, N. (2018). The relationship between fourth-grade primary school students’ story-writing skills and their motivation to write. Universal Journal of Educational Research, 6(12), 2772–2779. https://doi.org/10.13189/ujer.2018.061211
Albertson, L. R., & Billingsley, F. F. (2001). Using strategy instruction and self-regulation to improve gifted students’ creative writing. The Journal of Secondary Gifted Education, 12(2), 90–101. https://doi.org/10.4219/jsge-2000-64
Amrous, N., & Nejmaoui, N. (2016). A developmental approach to the use of critical thinking skills in writing: the case of Moroccan EFL university students. Arab World English Journal, 142–156. http://dx.doi.org/10.2139/ssrn.2895546
Ariyanti, A., & Fitriana, R. (2017). EFL students’ difficulties and needs in essay writing. In International Conference on Teacher Training and Education-ICTTE vol 158 (pp. 111-121). Atlantis Press. https://doi.org/10.2991/ictte-17.2017.4
Baaijen, V. M., Galbraith, D., & de Glopper, K. (2014). Effects of writing beliefs and planning on writing performance. Learning and Instruction, 33(3), 81–91. https://doi.org/10.1016/j.learninstruc.2014.04.001
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359
Baroudy, I. (2008). Process writing: successful and unsuccessful writers. International Journal of English Studies, 8(2), 43–63. https://revistas.um.es/ijes/article/view/4917
Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35(1), 25–37. https://doi.org/10.1207/S15326985EP3501_4
Conradi, K., Jang, B. G., & Mckenna, M. C. (2014). Motivation terminology in reading research : a conceptual review. Educational Psychology Review, 26(1), 127–164. https://doi.org/10.1007/s10648-013-9245-z
Diasti, K. S., & Mbato, C. L. (2020). Exploring undergraduate students’ motivation-regulation strategies in thesis writing. Language Circle: Journal of Language and Literature, 14(2), 176–183. https://doi.org/10.15294/lc.v14i2.23450
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: results of a longitudinal nationwide survey. Applied Linguistics, 23(4), 421–462. https://doi.org/10.1093/applin/23.4.421
Driscoll, D. L., & Powell, R. (2016). States, traits, and dispositions: the impact of emotion on writing development and writing transfer across college courses and beyond. Composition Forum, 34(34), 1–14. https://files.eric.ed.gov/fulltext/EJ1113424.pdf
Eccles, J. S., O’Neill, S. A., & Wigfield, A. (2006). Ability self-perceptions and subjective task values in adolescents and children. What Do Children Need to Flourish? 12(3), 237–249. https://doi.org/10.1007/0-387-23823-9_15
Eccles, J. S., & Wigfield, A. (2002). Motivation belifes, values, and goals. Annual Review of Psychology Cite, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: problems, factors and suggestions. Journal of Education & Social Sciences, 4(2), 83–94. https://doi.org/10.20547/jess0421604201
Fishbein, & Ajzen. (1975). A Bayesian analysis of attribution processes. Psychological Bulletin, 82(2), 261–277. https://doi.org/10.1037/h0076477
Gazio?lu, M. (2019). Motivation and testing writing: a brief review of literature. The Literacy Trek, 5(1), 37–48. https://dergipark.org.tr/en/pub/literacytrek/issue/46271/520841
Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation. Journal of Language and Linguistic Studies, 15(3), 1032–1044. https://doi.org/10.17263/jlls.631547
Goldburg, M. E. (2013). English writing proficiency among three types of students in an ESL composition course. Arab World English Journal, 9(4), 49–59. https://www.awej.org/images/AllIssues/Volume4/Volume4Number4Dec2013/3.pdf
Graham, S., Schwartz, S. S., & MacArthur, C. A. (1993). Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26(4), 237–249. https://doi.org/10.1177/002221949302600404
Hyland, K. (2001). Bringing in the reader: addressee features in academic articles. Written Communication, 18(4), 549–574. https://doi.org/10.1177/074108830101800400
Indramawan, D. (2018). Impacts of financial performance of local governments on human development index in Papua. Simposium Nasional Keuangan Negara, 1 (1), 1247–1272. https://jurnal.bppk.kemenkeu.go.id/snkn/article
Lahuerta, A. C. (2018). Study of accuracy and grammatical complexity in EFL writing. International Journal of English Studies, 18(1), 71–89. https://doi.org/10.6018/ijes/2018/1/258971
Ling, G., Elliot, N., Burstein, J. C., McCaffrey, D. F., MacArthur, C. A., & Holtzman, S. (2021). Writing motivation: a validation study of self-judgment and performance. Assessing Writing, 48(1), 1–15. https://doi.org/10.1016/j.asw.2020.100509
Mbato, C. L., & Cendra, A. (2019). EFL undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. Journal of English Language and Education, 5(1), 67-75. https://doi.org/10.26486/jele.v5i1.949
Miftah, M. Z. (2015). Enhancing writing skill through writing process approach. Journal of English as a Foreign Language, 5(1), 9–24. https://doi.org/10.23971/jefl.v5i1.88
Moon, J. A. (2008). Critical thinking: an exploration of theory and practice. Routledge.
Nugroho, A., Zamzami, M. R. A., & Ukhrowiyah, N. F. (2020). Language input, learning environment, and motivation of a successful EFL learner. Journal on English as a Foreign Language, 10(1), 46–69. https://doi.org/10.23971/jefl.v10i1.1511
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Reading and Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222
Pei, Z., Zheng, C., Zhang, M., & Liu, F. (2017). Critical thinking and argumentative writing: Inspecting the association among EFL learners in China. English Language Teaching, 10(10), 31–42. http://doi.org/10.5539/elt.v10n10p31
Pranowo, P. (2018). Developing students’ reading culture for academic reading level through metacognitive strategies. Lingua Cultura, 12(1), 67-75. https://doi.org/10.21512/lc.v12i1.2997
Prastikawati, E. F., Wiyaka, W., & Adi, A. P. K. (2020). Online backchannel as a formative assessment in improving writing skills. Journal on English as a Foreign Language, 10(2), 359–384. https://doi.org/10.23971/jefl.v10i2.2044
Rao, C., & Durga, S. (2018). Developing students’ writing skills in English: a process approach. Journal for Research Scholars and Professionals of English Language Teaching, 6(6), 1–5. https://www.jrspelt.com/wp-content/uploads/2018/05/Satya-writing-skills.pdf
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL learners’ motivation in reading. English Language Teaching, 10(5), 81–90. https://files.eric.ed.gov/fulltext/EJ1139840.pdf
Setyowati, L., & Sukmawan, S. (2016). EFL Indonesian students’ attitude toward writing in English. Arab World English Journal, 15(2), 365–378. http://dx.doi.org/10.2139/ssrn.2898636
Shah, P. M., Mahmud, W. H. W., Din, R., Yusof, A., & Pardi, K. M. (2011). Self-efficacy in the writing of Malaysian ESL learners. World Applied Sciences Journal, 15(1), 8–11. https://bit.ly/3CHOWkz
Shen, B., Bai, B., & Park, M. (2020). Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development, 0(0), 1–15. https://doi.org/10.1080/01434632.2020.1823397
Siska, Syahid, A., & Miftah, M. Z. (2021). The correlations among writing motivation, anxiety, and proficiency. In Proceedings of the 5th International Conference on English Language Teaching (INACELT) Vol. 5 (pp. 139–151). IAIN Palangka Raya. https://e-proceedings.iain-palangkaraya.ac.id/index.php/INACELT/article/view/712/724
Syafii, M. L., & Miftah, M. Z. (2020). Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation. Journal on English as a Foreign Language, 10(1), 145–167. https://doi.org/10.23971/jefl.v10i1.1556
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506
Tridinanti, G., Roni, R., Sari, F., & Nurulanningsih. (2020). The effect of mastery of writing theory and writing motivation on writing practices. Indonesian Research Journal Education, 4(1), 91–104. https://doi.org/10.22437/irje.v4i1.8041
Triyanto. (2019). The academic motivation of Papuan students in Sebelas Maret University, Indonesia. SAGE Open, 9(1), 1-7. https://doi.org/10.1177/2158244018823449
Van Blankenstein, F. M., Saab, N., Van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & Van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 209–225. https://doi.org/10.1080/03055698.2018.1446326
White, M. J., & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30(2), 166–189. https://doi.org/10.1016/j.cedpsych.2004.07.002
Wijekumar, K., Graham, S., Harris, K. R., Lei, P. W., Barkel, A., Aitken, A., Ray, A., & Houston, J. (2019). The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading and Writing, 32(6), 1431–1457. https://doi.org/10.1007/s11145-018-9836-7
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms: effects on teacher feedback, student motivation, and writing quality. Computers and Education, 100(2), 94–109. https://doi.org/10.1016/j.compedu.2016.05.004
Wright, K. L., Hodges, T. S., Dismuke, S., & Boedeker, P. (2020). Writing motivation and middle school: an examination of changes in students’ motivation for writing. Literacy Research and Instruction, 59(2), 148–168. https://doi.org/10.1080/19388071.2020.1720048
Wright, K. L., Hodges, T. S., & McTigue, E. M. (2019). A validation program for the self-beliefs, writing-beliefs, and attitude survey: a measure of adolescents’ motivation toward writing. Assessing Writing, 39(1), 64–78. https://doi.org/10.1016/j.asw.2018.12.004
Yantoro, Y. (2021). Analysis of reading culture implementation in Jambi University’s elementary school partners. In Proceedings of the 3rd Green Development International Conference-GDIC Vol 205 (pp. 245-251). Atlantis Press. https://doi.org/10.2991/aer.k.210825.044
Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62(19), 129–141. https://doi.org/10.1016/j.stueduc.2019.06.002
Zohrabi, M. (2013). Mixed method research: instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254–262. https://doi.org/10.4304/tpls.3.2.254-262
DOI: https://doi.org/10.23971/jefl.v13i1.4561
Article Metrics
Abstract view : 850 timesPDF - 466 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 THE AUTHOR(S)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].
Editor and Administration Address:
Department of English Language Education, Faculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl
OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.