Evaluating student motivation and engagement in the Chinese EFL writing context

Evaluating student motivation and engagement in the Chinese EFL writing context

• Yu, Shulin University of Macau
• Zhou, Nan Beijing Normal University
• Zheng, Yao Guangzhou University
• Zhang, Limin The University of Arizona
• Cao, Hongjian
• Li, Xiaomin The Education University of Hong Kong

Studies in Educational Evaluation, 62(0), 129-141, 2019

Elsevier Ltd.

2019

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• C Psychology & Learning
  • CC Motivation of Learning

L2 Writing Engagement L2 Writing Motivation Higher Education L2 Writing Instruction Teaching Quality Chinese EFL Writing

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students' motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (Le., gender, grade, region, colleges' prestige, and colleges' profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners' motivation and engagement were identified: the "Motivated and engaged", the "Ambiguously motivated and engaged", and the "Ambivalently motivated and engaged" L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates' motivation and engagement in EFL writing contexts.
[Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]

• English

Journal Articles

• 0191491X

• 10.1016/j.stueduc.2019.06.002

https://bibliography.lib.eduhk.hk/bibs/a57b36da

2020-08-26