Writing and Writing Motivation of Students Identified as English Language Learners
The purpose of this study was to examine the writing performance and motivational beliefs of students who were identified by their school district as English language learners. The study included 880 students (463 girls; 417 boys) in grades three to eight who wrote an informative/explanatory essay o...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Cranmore Publishing
2021-01-01
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| Series: | International Journal of TESOL Studies |
| Subjects: | |
| Online Access: | https://www.tesolunion.org/attachments/files/EMMMZ6YMM4DYWQ04ZTHK4MJK0AYZQZ9ODMY1NDLH1NJYW4YJQ26NWU4ENMQ0EMTEX8MTYW6MJNHBYJNM1NDUXAYZMX6LJYWENJY06OTQZ4LMRL.pdf |
| _version_ | 1819364811700436992 |
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| author | Steve Graham April Camping Karen R. Harris A. Angelique Aitken John M. Wilson Jeanne Wdowin Clarence Ng |
| author_facet | Steve Graham April Camping Karen R. Harris A. Angelique Aitken John M. Wilson Jeanne Wdowin Clarence Ng |
| author_sort | Steve Graham |
| collection | DOAJ |
| description | The purpose of this study was to examine the writing performance and motivational beliefs of students who were identified by their school district as English language learners. The study included 880 students (463 girls; 417 boys) in grades three to eight who wrote an informative/explanatory essay on information technology and completed a motivational survey assessing their intrinsic, extrinsic, and self-regulation incentives for writing. Ninety-seven percent of students’ scores on the writing measure did not meet grade-level proficiency for writing, girls received higher scores than boys, and writing scores generally increased across the six grade-levels. A majority of students agreed that intrinsic and extrinsic incentives drive their writing behavior, but only 38% of students indicated that self-regulation incentives had such an effect. Gender was not related to students’ motivational scores, but scores for the three motivational incentives declined from lower to higher grades. Recommendations for future research and suggestions for classroom practice were provided. |
| first_indexed | 2024-12-24T23:04:53Z |
| format | Article |
| id | doaj.art-47e684d931464eefa58c5a7c3b549049 |
| institution | Directory Open Access Journal |
| issn | 2632-6779 2633-6898 |
| language | English |
| last_indexed | 2024-12-24T23:04:53Z |
| publishDate | 2021-01-01 |
| publisher | Cranmore Publishing |
| record_format | Article |
| series | International Journal of TESOL Studies |
| spelling | doaj.art-47e684d931464eefa58c5a7c3b5490492022-12-21T16:35:02ZengCranmore PublishingInternational Journal of TESOL Studies2632-67792633-68982021-01-013111310.46451/ijts.2021.01.01Writing and Writing Motivation of Students Identified as English Language LearnersSteve Graham0April Camping1 Karen R. Harris2A. Angelique Aitken3John M. Wilson4Jeanne Wdowin5Clarence Ng6Arizona State University, USA Australian Catholic University, Brisbane and Institute for Learning Sciences & Teacher Education, AustraliaArizona State University, USAArizona State University, USA Australian Catholic University, Brisbane and Institute for Learning Sciences & Teacher Education, AustraliaUniversity of Nebraska at Lincoln, USATempe Elementary School District, USATempe Elementary School District, USAAustralian Catholic University, Brisbane and Institute for Learning Sciences & Teacher Education, AustraliaThe purpose of this study was to examine the writing performance and motivational beliefs of students who were identified by their school district as English language learners. The study included 880 students (463 girls; 417 boys) in grades three to eight who wrote an informative/explanatory essay on information technology and completed a motivational survey assessing their intrinsic, extrinsic, and self-regulation incentives for writing. Ninety-seven percent of students’ scores on the writing measure did not meet grade-level proficiency for writing, girls received higher scores than boys, and writing scores generally increased across the six grade-levels. A majority of students agreed that intrinsic and extrinsic incentives drive their writing behavior, but only 38% of students indicated that self-regulation incentives had such an effect. Gender was not related to students’ motivational scores, but scores for the three motivational incentives declined from lower to higher grades. Recommendations for future research and suggestions for classroom practice were provided.https://www.tesolunion.org/attachments/files/EMMMZ6YMM4DYWQ04ZTHK4MJK0AYZQZ9ODMY1NDLH1NJYW4YJQ26NWU4ENMQ0EMTEX8MTYW6MJNHBYJNM1NDUXAYZMX6LJYWENJY06OTQZ4LMRL.pdfextrinsic motivationintrinsic motivationself-regulatory motivationwriting |
| spellingShingle | Steve Graham April Camping Karen R. Harris A. Angelique Aitken John M. Wilson Jeanne Wdowin Clarence Ng Writing and Writing Motivation of Students Identified as English Language Learners International Journal of TESOL Studies extrinsic motivation intrinsic motivation self-regulatory motivation writing |
| title | Writing and Writing Motivation of Students Identified as English Language Learners |
| title_full | Writing and Writing Motivation of Students Identified as English Language Learners |
| title_fullStr | Writing and Writing Motivation of Students Identified as English Language Learners |
| title_full_unstemmed | Writing and Writing Motivation of Students Identified as English Language Learners |
| title_short | Writing and Writing Motivation of Students Identified as English Language Learners |
| title_sort | writing and writing motivation of students identified as english language learners |
| topic | extrinsic motivation intrinsic motivation self-regulatory motivation writing |
| url | https://www.tesolunion.org/attachments/files/EMMMZ6YMM4DYWQ04ZTHK4MJK0AYZQZ9ODMY1NDLH1NJYW4YJQ26NWU4ENMQ0EMTEX8MTYW6MJNHBYJNM1NDUXAYZMX6LJYWENJY06OTQZ4LMRL.pdf |
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