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Using short interviews with 20 students in a mandatory academic writing program for junior/senior level under a California State University context, the study links motivation to self-efficacy, goal orientation, interest in writing activities, novelty of teaching methods, and perceived relevance of writing genres to intended careers. 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VANNIARAJAN  \nSan José State University  \nAn Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes  \nScholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program atthe junior/senior level in a California State University indicated that learner motivation in these classes was largely the result of how learners related themselves to variables such as self-efficacy, goal orientedness, interest in writing activities, novelty of teaching methods, and relevance of the writing genre for their intended careers. The findings, in overall, were in agreement with the claims made in applied linguistics and educational psychology that learners’ cognitive and emotional appraisals of self, task, and the learning environment would largely determine how they would conduct themselves in and relate to the whole classroom environment (Dörnyei & Otto, 1998; Paris & Turner, 1994; Schumann, 1997, 2001).  \nIntroduction  \nFor several years, I have been teaching writing courses for college juniors  \nand seniors who fail the California State University (CSU) Graduation Writing Assessment Requirement (GWAR) . I regularly observe that learner participation varies greatly depending on the task we are working on.  \nFor example, when we do organization-related prewriting activities, such as semantic mapping or semantic clustering, or postwriting activities such as peer editing, students do not participate very actively; they unwillingly and unenthusiastically work on the tasks or finish the tasks as fast as they can and start chatting about nonacademic matters until other groups finish. On the other hand, when grammar is the focus of study and/or when students are specifically preparing for the multiple-choice section of the GWAR, they participate much more actively. This kind of learner conduct perplexed me and I was determined to find out why students’ motivation varied so greatly by task.  \nScholarship on learner motivation in applied linguistics suggests that the existing models of motivation proposed in Lambert (1967, 1974), Clément  \nThe CATESOL Journal 22.1 • 2010/2011 • 131  \n(1980, 1986), Schumann (1978), and Crookes and Schmidt (1991) can account for learner success or failure in second language learning in naturalistic settings but not in classroom settings. For example, these models cannot account for why students’ motivation varies by task in a writing classroom. However, two newer theoretical models may shed light on this issue: “the situated motivation model of class participation” (Paris & Turner, 1994) in educational psychology and “Schumann’s neurobiological model of motivation”(Schumann, 1997, 2001) in applied linguistics. Both models suggest that even before stepping into the class, learners cognitively and emotionally appraise the learning environment and decide for themselves how they wish to participate in it. In a way, it is an appraisal of what they want to learn in the class, what skills/knowledge they already have, and what they deem themselves capable of (Bandura, 1982; Paris & Turner, 1994; Pintrich & Schunk, 1996) . The present study uses these two models as a framework to examine why learners in GWAR classes do not actively take part in all ofthe class activities with equal enthusiasm.  \nThe article is divided into three parts. The first part briefly summarizes the situated motivation model and Schumann’s neurobiological model of motivation. The second part describes the research study and the findings. The third part discusses the results of the study in terms of the above two models and provides suggestions for writing instructors in similar situations.  \nSituated Motivation Model of Class Participation and Schumann’s Neurobiological Model of Motivation  \nThe “situated mo","cbCaicKN5kz7D0Ik","https://ap.wps.com/l/cbCaicKN5kz7D0Ik","pdf",575336,18,"English","# Introduction\n## Situated Motivation Model and Neurobiological Model\n## Variables Influencing Motivation and Participation","[{\"question\":\"What does the study investigate about mandatory writing classes?\",\"answer\":\"The study examines why learners in GWAR classes do not participate actively in all classroom activities with equal enthusiasm. It focuses on motivation and involvement shaped by perceptions and evaluations of the learning environment.\"},{\"question\":\"Which factors are reported to largely determine learner motivation in these classes?\",\"answer\":\"Learner motivation is linked to self-efficacy, goal-orientedness, interest in writing activities, novelty of teaching methods, and relevance of the writing genre for students’ intended careers.\"},{\"question\":\"Why might task type affect participation in GWAR writing courses?\",\"answer\":\"The article explains that learners appraise tasks and the learning environment before class and decide how they wish to participate. This appraisal helps account for differences in participation across tasks such as prewriting, peer editing, and grammar-focused preparation.\"}]","An Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes | PDF",1792086007,45]