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Volume 43 | Issue 3 | Article 4 |\n| --- | --- |\n\n2018  \nThe Effects of Writing Instructors’ Motivational Strategies on Student Motivation  \nYin Ling Cheung  \nNanyang Technological University, Singapore, [yinling.cheung@nie.edu.sg](yinling.cheung@nie.edu.sg)  \nRecommended Citation  \nCheung, Y. (2018). The Effects of Writing Instructors’ Motivational Strategies on Student Motivation. Australian Journal of Teacher Education, 43 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss3/4](http://ro.ecu.edu.au/ajte/vol43/iss3/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss3/4](http://ro.ecu.edu.au/ajte/vol43/iss3/4)  \nAustralian Journal of Teacher Education  \nThe Effects of Writing Instructors’ Motivational Strategies on Student  \nMotivation  \nYin Ling Cheung  \nNanyang Technological University, Singapore  \nAbstract: While the last decade has witnessed a growing body of  \nresearch on student motivation in second language acquisition,  \nresearch about the impact of writing instructors’ motivational  \nstrategies on student motivation has remained underexplored. In  \norder to fill this important gap, this study, guided by motivational  \nstrategy framework, investigates the effect of writing instructors’  \nmotivational strategies on student motivation. Participants were 344  \nfirst-year undergraduate students taking a writing course at a  \nuniversity in Singapore. Classroom observation schemes, student  \nsurveys, and surveys with writing instructors were collected. Findings  \nshow that the more the writing instructors reported using strategies in  \ngenerating students’ initial motivation in the classroom, the more the  \nstudents reported having positive attitude and improved self  \nconfidence in the writing course. This study contributes new  \nknowledge to the field by relating writing instructors’motivational  \nstrategies to students’positive attitude in learning, the feeling of  \nsuccess in written assignments, and their self-confidence.  \nIntroduction  \nIn the past decade, several international studies have examined the issue of teachers’motivational strategies, as a result of the growing concern for student learning enhancement worldwide (Cheng & Dőrnyei, 2007; Dőrnyei & Csizér, 1998; Guilloteaux & Dőrnyei, 2008; Williams & Williams, 2011) . Attention has been given to educators to discover motivational strategies that can capture students’ attention and improve their attitude in learning as well as their self-confidence in language classrooms. The need to examine students’ motivation in learning and teachers’motivational strategies has also been the focus of research internationally (Lo & Hyland, 2007; Towndrow, Koh, & Tan, 2008) .  \nThere remains an insufficient understanding of how teachers’ use of motivational strategies may enhance student motivation (Cheng & Dőrnyei, 2007; Guilloteaux & Dőrnyei, 2008) . The need to investigate teachers’ motivational strategies in relation to demonstrated student motivation is particularly important in the higher education setting, where there is scarcity of such studies based on a sound theoretical framework. The majority of the existing studies (Cheng & Dőrnyei, 2007; Dőrnyei & Csizér, 1998) depended mostly on teachers’ selfreports on the frequency of using the strategies and their opinion on the effectiveness of applying those strategies in classrooms. They failed to document objective effects of the motivational strategies on the students. There are published quantitative studies with a sound theoretical  \nVol 43, 3, March 2018 55  \nAustralian Journal of Teacher Education  \nframework that examines the effect of teachers’motivational strategies on demonstrated student motivation (Guilloteaux & Dőrnyei, 2008; Moskovsky et al., 2013) . One limitation of purely quantitative research is that, according to Dőrnyei (2001, p. 193), quantitative data ‘average out responses across the whole sample, and by wo","cbCaiiDBrx68cJLd","https://ap.wps.com/l/cbCaiiDBrx68cJLd","pdf",329684,"English","# Abstract\n# Introduction\n# Contextual Literature\n## Defining Motivation\n## Student Motivation in Higher Education","[{\"question\":\"What research gap does the study address?\",\"answer\":\"It targets limited research on how writing instructors’ motivational strategies influence student motivation, compared with the broader body of work on student motivation in second language acquisition.\"},{\"question\":\"Who participated in the study and how was data collected?\",\"answer\":\"The study involved 344 first-year undergraduate students taking a writing course in Singapore, using classroom observation schemes, student surveys, and surveys with writing instructors.\"},{\"question\":\"What main findings were reported about student motivation outcomes?\",\"answer\":\"Higher reported use of strategies to generate students’ initial motivation was associated with students reporting more positive attitudes and improved self-confidence in the writing course.\"}]","The Effects of Writing Instructors’ Motivational Strategies on Student Motivation - Article 4 | PDF",1792077950]