Lack of motivation in writing activities

Context: This study investigates the factors influencing the motivation of sixth-grade students in writing activities at LEPL Rustavi Nikoloz Muskhelishvili Physics-Mathematical Public School No.26 in Georgia. The role of feedback and encouragement strategies in shaping student engagement in English writing tasks is emphasised, particularly in a classroom where English is used primarily within educational contexts. Aims: The primary aim of the research was to understand students' disengagement and lack of motivation toward writing tasks. The study sought to uncover students' perceptions of writing activities and the types of resources and activities employed in the classroom. The researcher aimed to identify any patterns that contributed to the students' reluctance to participate in writing exercises. Methods: A mixed-methods approach was taken, utilising three data collection tools: questionnaires, focus groups, and lesson observation. A questionnaire was distributed to all 17 students to gather insights into their experiences and emotions associated with writing tasks. Two focus groups with 14 students provided deeper qualitative insights, and a colleague conducted lesson observations to assess student engagement and reactions during writing activities. Findings: The findings revealed that while most students felt motivated by their favourite writing tasks, a significant number experienced anxiety related to graded assignments. Issues contributing to disengagement included repetitive lesson structures and reliance on course textbooks, leading to a feeling of monotony. Some students craved more creative writing opportunities, while others felt undervalued due to a lack of timely feedback and support during tasks. Implications: The study highlights the importance of diversifying writing activities to include more creative tasks, promoting collaborative work, and implementing timely feedback mechanisms. Other educators may learn the value of understanding the specific reasons behind students' motivation and engagement levels, emphasising a responsive teaching approach that adapts to student needs. Additionally, fostering a supportive atmosphere where students participate in the evaluation process can alleviate anxiety associated with writing assessments.

Keywords (free text)

English language learning, classroom engagement, writing motivation, student feedback, creative writing, collaboration, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/908
https://doi.org/10.71779/198

Collections

Teachers Researching their Practice: Explorations in the Georgian Classroom