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 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• C 教學心理學
  • CC 學習動機

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

• Hong Kong

• 1997.7 onwards

• 專上教育

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.]

• 英文

期刊論文

• 0191491X

• 10.1016/j.stueduc.2019.06.002

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

2020-08-26