Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value

Shen, Bin; Bai, Barry; Park, Moonyoung

doi:10.1080/01434632.2020.1823397

Cited by 14 publications

(10 citation statements)

References 51 publications

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“…Namely, parental attitudes significantly impact Hong Kong university students’ English learning ( Li and Leung, 2020 ). In Hong Kong, parents provide their children with opportunities to learn English at a very early stage and support them to maintain English learning in university ( Lai, 2013 ; Shen et al, 2020 ), which is a common phenomenon among Hong Kong households with different incomes ( Wang et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Improving English learning achievement of Hong Kong EFL students has become a core issue ( Yu et al, 2016 ). Some studies have analyzed the motivation levels of EFL students in Hong Kong and discussed the significant differences in various factors, whereas few studies have taken family, school, and personal perspectives into consideration when analyzing factors affecting motivation ( Bai and Guo, 2018 ; Shen et al, 2020 ). Previous research did not clarify the features of changes in motivation (increase or decrease) in the EFL learning process, neither did they discuss the factors that affect the changes at different motivation levels ( Ehrman, 1996 ; Schmidt et al, 1996 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

Zhu

Zhang

2022

Front. Psychol.

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IntroductionMotivational intensity is the effort learners make in language learning. It is an essential component and a direct measurement of L2 motivation. Few studies have distinguished motivational intensity from motivation and explored its role in learning English as a foreign language (EFL).MethodsThis study examined 208 university students from Hong Kong to investigate the factors that affect motivational intensity and explored the relationship between motivational intensity and learning motivation using structural equation modeling (SEM).Results and discussionThe students’ motivational intensity was affected by personal factors (daily English-learning time and stage of English learning), family factors (monthly household income and parental attitudes), and school factors (English learning engagement and satisfaction). The differences in personal factors, school factors and monthly household income of family factors among different motivational intensity groups were significant whereas the difference in parental attitudes (family factors) between the high- and the low-motivational intensity groups was insignificant. As for the relationship between motivational intensity and motivation, motivational intensity indirectly affected students’ intrinsic interest through their attitudes toward native English speakers (β = 0.16, p = 0.041 < 0.05). The significant path coefficient from the learning situation to attitudes toward native speakers was negative (p < 0.05), indicating that attitudes toward native speakers decline even when the learning situation improves. This study enriched the theoretical study of motivation theory and provided teaching suggestions for improving EFL learning.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

Zhu

Zhang

2022

Front. Psychol.

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“…Specifically, the author contends that respondents' limitations in academic writing are influenced by characteristics such as learning experience, self-efficacy, and metacognition. Many prior studies have demonstrated the broader dimension that influences academic writing competence, including the learning experience (Brodie, Tisdell, & Sachs, 2021), self-efficacy (Shen, Bai, & Park, 2020), and metacognition (Teng, Qin, & Wang, 2021).…”

Section: Findings and Discussionmentioning

confidence: 99%

Students' Writing Self-Efficacy, Writers' Block, and Academic Writing Performance: An Empirical Study in Eastern Indonesian Students

Prihandoko

2021

AIJP

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This study was conducted to explore the students' perception related to the variables of writing self-efficacy, writers' block, and perceived academic writing performance. The researcher collected data from a University located in Papua Province. This research used an online questionnaire by employing simple random sampling. This study enrolled 280 students as respondents. The researchers used SPSS 23 to conduct a descriptive statistical analysis to determine the proportion of respondents based on the frequency of responses. The findings of this study revealed that the respondents of this study have low perceived levels of writing self-efficacy and academic writing performance. Additionally, students believe they face hurdles that contribute to the issue of writers' block. Further action needs to be taken regarding the findings to enhance the variables related to academic writing performance. The empirical findings from this study can be utilized as the foundation for future research to generate policy to solve issues relating to students' academic writing abilities.

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“…In line with this, Fareed et al (2016) also found that many EFL students in Pakistan felt anxiety during writing, making them unable to pour down their ideas in the written language. Furthermore, Shen et al (2020) conducted a study regarding Hongkong EFL students' motivation in writing. The results suggested that many students were anxious and not interested in writing because they lacked practice and knowledge about grammar and vocabulary.…”

Section: Introductionmentioning

confidence: 99%

“…We used these components because most existing studies did not cover these elements comprehensively in investigating EFL students' motivation in writing. For example, some studies only focused on students' writing beliefs (Baaijen et al, 2014;White & Bruning, 2005), writing beliefs and self-efficacy (Aktaş & Akyol, 2020;Shen et al, 2020;Pajares, 2003), self-efficacy and attitude toward writing (Van Blankenstein et al, 2019;Yu et al, 2019), attitude toward writing (Bruning & Horn, 2000;Gazioğlu, 2019;Göçen, 2019;Toba et al, 2019). On the other hand, only one study has investigated students' motivation in essay writing (Wilson & Czik, 2016).…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL students’ motivation in essay writing through writing beliefs, self-efficacy, and attitudes: a case from Papua, Indonesia

Romrome

Mbato²

2022

J. Eng. Foreign. Lang.

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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.

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Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value

Cited by 14 publications

References 51 publications

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

Students' Writing Self-Efficacy, Writers' Block, and Academic Writing Performance: An Empirical Study in Eastern Indonesian Students

Exploring EFL students’ motivation in essay writing through writing beliefs, self-efficacy, and attitudes: a case from Papua, Indonesia

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