Uncovering the Motivating Factors Behind Writing in English in an EFL Context

Students' intrinsic motivation in EFL academic writing: Topic-based interest in focus

“…In addition, Ref. [ 28 ] showed that the attractiveness of writing topics was an important motivating factor for female Turkish teachers. Conversely, Ref.…”

“…Ref. [ 28 ] investigated the motivations of 270 Turkish teacher trainees studying English to engage in English writing. An analysis of the data gathered through a questionnaire revealed that female participants were significantly motivated to write in English when the topic was appealing, while their male counterparts found motivation when teachers provided writing samples.…”

What English language in‐service teachers think, know, and do about writing instruction: Iranian teachers' stated attitudes vs. actual practice

“…Writing communicates one's ideas to readers, provides a medium to express ideas and views, and demonstrates knowledge and understanding of a concept or topic (Graham et al, 2017). In addition, the complexity of writing activity on multiple cognitive levels is noticeable whether in L1 or L2 (Buyukyavuz & Cakir, 2014). Therefore, this skill in the target language is usually the development of the syntactic or lexical aspects of the language that have already been presented in the class.…”

Foreign Language Writing as a Developmental Process (Foundation, Expansion, Development, and Completion): The FEDCom Model

“…These studies tried to explore writing anxiety (Kirmizi & Kirmizi, 2015;Ozturk & Cecen, 2007) and writing apprehension (Erkan & Saban, 2011), use of blogs to improve writing (Arslan & Sahin-Kizil, 2010;Bozkurt et. al., 2016), teacher oral feedback (Trotman, 2010) and peer feedback (Mıstık, 1994) on student writing, the comparison of L1 and L2 writing (Akyel & Kamisli, 1996;Uysal, 2008), motivating factors behind writing (Buyukyavuz & Cakir, 2014), and critical thinking in EFL writing (Alagozlu, 2007). L2 writing education in the levels before higher education, namely, in primary, secondary, and high schools, has been under-researched in the Turkish context.…”