Evaluating student motivation and engagement in the Chinese EFL writing context

Yu, Shulin; Zhou, Nan; Zheng, Yao; Zhang, Limin; Cao, Hongjian; Li, Xiaomin

doi:10.1016/j.stueduc.2019.06.002

Cited by 75 publications

(55 citation statements)

References 65 publications

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“…Students may activate task value by connecting it to their academic goals, interests, or making it more enjoyable ( Efklides et al., 2017 ; Teng et al., 2020 ; Wang et al., 2021 ). In this sense, students with higher levels of task value and interest were found to employ more self-regulatory metacognitive techniques such as concentration, planning, monitoring, evaluating, and regulation ( Bai and Wang, 2021 ; Cho et al., 2020 ; Diasti and Mbato, 2020 ; Gao and Shen, 2020 ; Muwonge et al., 2020 ; Teng et al., 2020 ; Yu et al., 2019 ). Concerning English speaking, EFL students exhibiting higher task value could feel more enthusiastic about participating in oral communication in English when they sense that developing English-speaking competence is valuable ( Uztosun, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For instance, they may restructure their autonomous learning environment by eliminating distractions to their attention, moving to a quieter environment, or engaging in online learning opportunities. In this respect, self-regulated students were reported to employ contextual monitoring and controlling and deem environment regulation as an essential aspect of their SLR ( Diasti and Mbato, 2020 ; Gao and Shen, 2020 ; Park and Kim, 2021 ; Sun and Wang, 2020 ; Yu et al., 2019 ). Regarding English speaking, EFL students who exert higher environment control could surmount the limitations of their formal input-poor contexts and attempt to find other informal learning milieus to get exposed to a richer EFL input and more opportunities for out-of-class EFL practice ( Uztosun, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…College students' motivational regulation strategies in EFL writing could be affected by their proficiency ( Teng et al., 2020 ), self-efficacy ( Sun and Wang, 2020 ), procrastination ( Diasti and Mbato, 2020 ), university location and type ( Yu et al., 2019 ). In this regard, Teng et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This study is the first to delineate Yemeni EFL college students' SRM to ameliorate their EFL speaking competence. Besides, since most of the relevant studies conducted in EFL tertiary education focus on EFL writing (e.g., Diasti and Mbato, 2020 ; Teng and Zhang, 2020 ; Yu et al., 2019 ), it can bridge the gap in the literature by providing insights on how college students might surmount input- and output-poor academic milieu to enhance their EFL speaking competence. It can also render implications on the utilization of SRM in improving EFL speaking in the country and beyond.…”

Section: Introductionmentioning

confidence: 99%

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EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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“…Miftah (2016) claims that demotivated students inclined to be passive and puzzled when being instructed by the teachers. Further, this situation can lead them to fail or avoid writing activities (Yu et al, 2019). In addition, P 3 noted that only a small number of students who were able to perform writing tasks.…”

Section: Excerptmentioning

confidence: 99%

Teaching writing to junior high school students: A focus on challenges and solutions

Amalia¹,

Abdullah²,

Fatimah³

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Writing has been considered as a highly demanding skill and a complex recursive process involving multifaceted knowledge (e.g. grammar, genre, vocabulary and metacognitive competencies). Hence, it has been documented in miscellaneous studies in the past few decades. However, the issue of challenges and solutions to teaching English writing to junior high school students remains under-researched. Therefore, this study addressed this issue, notably in Indonesian EFL context. Three English teachers from a junior high school in Tasikmalaya, West Java, Indonesia were recruited as the participants. The data were collected through semi-structured interviews and analysed with Thematic Analysis (TA) (Braun & Clarke, 2006). On the one hand, the findings reported that there were seven challenges encountered by teachers when teaching English writing, namely (1) students' poor English grammatical competence, (2) students' incapability of developing ideas for English writing, (3) students' inadequate English vocabulary knowledge, (4) students' demotivation to learn English writing, (5) insufficient time management to teach English writing, (6) limited sources of English writing materials and (7) limited facilities to teach English writing. On the other hand, teachers promoted several solutions to cope with such challenges, namely (1) explicit teaching English vocabulary, (2) collaborative English writing activities, and (3) exercises of English writing. Pedagogically speaking, this study offers practical contributions for the TESOL practitioners to teach English writing effectively to junior high school students, particularly in the Indonesian EFL landscape.

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Student motivation and engagement in online language learning using virtual classrooms: Interrelationships with support, attitude and learner readiness

Jiang,

Zhou,

Yang

2024

Educ Inf Technol

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Evaluating student motivation and engagement in the Chinese EFL writing context

Cited by 75 publications

References 65 publications

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Teaching writing to junior high school students: A focus on challenges and solutions

Student motivation and engagement in online language learning using virtual classrooms: Interrelationships with support, attitude and learner readiness

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