Students' intrinsic motivation in EFL academic writing: Topic-based interest in focus

Abstract

Writing as a productive skill is extremely challenging for EFL students. To promote their writing effectiveness, students' intrinsic motivation must be enhanced by allowing them to self-assign writing topics or write about topics of interest. Therefore, this study describes how EFL students become motivated by self-assigning their writing topics and identifies students' attitudes and writing skills in topic-based interest in the EFL writing context. A descriptive-diagnostic method was applied to achieve the study objectives. A sample of 200 EFL students responded to a closed-item questionnaire on intrinsic motivation based on topic-based interest in writing. In addition, 20 students participated in semi-structured interviews on their attitudes toward topic-based interest. The study sample showed a high level of intrinsic motivation based on their self-assignment of writing topics. Furthermore, female students showed higher intrinsic motivation if they could self-assign their writing topics than male students. In addition, students with higher GPAs exhibited higher intrinsic motivation. Moreover, the interviews revealed that intrinsically motivated students most enhanced their writing skills in ideas, vocabulary, and choice of words. The researchers suggest that students' self-assignment of writing topics be considered in teaching writing as it contributes to improving intrinsic motivation.

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