Despite the important role motivation plays in students\' writing learning and development, not much attention has been given to experimenting particular instructional techniques for developing students\' writing motivation. One of the least researched teaching techniques in writing motivation studies is genre-based instruction. In this study, we examined the impact of genre-based instruction on 21 Saudi university students\' English argumentative and classification essay writing performance and their writing motivation dimensions (writing apprehension, anxiety, self-efficacy and self-concept). Drawing upon the quasi-experimental research design and non-random sampling technique, we used genre-based instruction with a representative intact class of English-as-a-foreign-language (EFL) writing students at a Saudi university. To examine the potential impact of the treatment, we collected pre- and post-instruction data, along with data gathered through an open-ended questionnaire. The results showed that genre-based instruction has contributed significantly to improving the students\' writing performance and also their writing motivation dimensions. These positive gains varied from one writing quality aspect and motivational variable to another. The students\' answers to the open-ended questionnaire also showed the positive writing learning and motivation improvements they experienced. It is generally concluded that developing students\' language and rhetorical awareness and text composition performance seems to be a prerequisite for improving their writing motivation levels. The paper ends with discussing the implications of the results.

UNASSIGNED: This mixed-methods study evaluates the impact of AI-assisted language learning on Chinese English as a Foreign Language (EFL) students\' writing skills and writing motivation. As artificial intelligence (AI) becomes more prevalent in educational settings, understanding its effects on language learning outcomes is crucial.
UNASSIGNED: The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning.
UNASSIGNED: Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI\'s innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools.
UNASSIGNED: The nuanced findings offer a comprehensive understanding of AI\'s transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI\'s role in language instruction.

UNASSIGNED: The act of writing is widely acknowledged to be a complex and challenging activity, and in parallel, we know that student motivation to write is a predictor of writing performance. So understanding what characteristics of the writing classroom support or foster motivation remains a salient concern. Research has shown that UK teachers are more likely to see themselves as readers than writers, which may affect how they teach writing.
UNASSIGNED: This paper reports on student focus group interview data from a study which sought to strengthen teachers\' sense of themselves as writers, and to examine the impact of this on students\' classroom experience of writing and their writing outcomes. The participant teachers experienced a creative writing residential, which established a writing community led by two professional writers, with the goal of changing teachers\' professional practice in their own writing classrooms. The study was mixed methods, comprising a randomized controlled trial and a comprehensive qualitative dataset collating data from both the residential and the classroom. This paper presents the qualitative analysis of 32 interviews with 16 student focus groups, exploring their responses to their teachers\' changed practices and how it connected with their motivation to write.
UNASSIGNED: The interview analysis shows how many students responded positively to new teaching practices which gave them greater autonomy and choice, and established a more collaborative way of working. This led to increased confidence in and motivation to write.
UNASSIGNED: The study highlights the importance of the classroom environment in supporting and sustaining motivation to write, and underlines that motivation is not simply an internal characteristic of an individual but is situated within the context of a community of writers.

Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods that stimulate students\' motivation to write and further promote their writing achievement. Given these considerations, we utilized a two-level hierarchical linear model to examine the relationships among student motivation, teacher personal and professional traits, teacher writing instruction, and writing achievement at student and teacher levels. Our analysis of the dataset, which included 346 fourth and fifth graders nested within 41 classrooms, found that motivation had a positive predictive effect on writing ability at both student and teacher levels. Moreover, female students, fifth graders, and typically achieving students demonstrated higher writing achievement than their counterparts. While there were no significant effects of teacher efficacy, knowledge, ability, or professional development on student writing achievement, we observed that higher frequency of classroom management practices during writing instruction had a significant negative effect on student writing achievement. Our full model revealed that the relationship between student motivation and achievement was negatively moderated by teachers\' increased use of instructional practices related to process features and using writing instruction materials, but positively moderated by increased use of varied teaching tactics. Overall, our findings emphasize the importance of contextual factors in understanding the complexity of student writing achievement and draw attention to the need for effective instructional practices to support students\' writing development.

Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students\' self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students (n = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.

UNASSIGNED: This study investigates the influence of online collaborative writing instruction on the writing performance, writing self-efficacy, and writing motivation of Chinese English as a foreign language (EFL) learners. The research was conducted at a language school in mainland China with 58 participants divided into an experimental group (n=30) and a control group (n=28).
UNASSIGNED: The experimental group utilized Tencent Docs, an online platform, for collaborative writing and peer-editing activities outside the classroom, while the control group received traditional in-class instruction. The study spanned a duration of 13 weeks, during which writing tasks, writing motivation scales, and writing self-efficacy scales were employed to collect data.
UNASSIGNED: The findings revealed that the experimental group exhibited significantly greater improvement in writing performance, motivation, and self-efficacy compared to the control group. These results indicate the positive impact of incorporating Tencent Docs into collaborative writing instruction.
UNASSIGNED: The outcomes of this study provide valuable insights for language educators regarding the benefits of integrating online tools into EFL instruction to enhance writing skills. By leveraging platforms like Tencent Docs for collaborative writing, instructors can foster improved performance, increased motivation, and enhanced self-efficacy among EFL learners. Overall, this research highlights the effectiveness of online collaborative writing instruction and its potential as a valuable tool for language educators seeking to optimize EFL learners\' writing abilities.

As an attempt to shed more light on the utility of blogs in educational contexts, the current research set out to explore the effectiveness of blog-based writing instruction on the writing skill and writing motivation of Chinese English-as-a-Foreign Language (EFL) students. Forty-nine Chinese EFL students from two intact classes in a language school were selected as the participants through convenience sampling. Then they were assigned to an experimental (26 students) and a control condition (23 students) randomly. The students of the experimental group utilized blogs for posting their writing assignments whereas the control group were taught traditionally with no use of blogs or other technology devices. The IELTS writing tasks and L2 writing motivation scale were used for the data collection as pre-and post-tests. The findings revealed that although both groups improved their writing skill and motivation, the participants of the blog group performed better than those in the control group, confirming that the blog-based teaching substantially enhanced the writing skill and writing motivation of the EFL students. These findings may have notable implications for EFL instructors.

[This corrects the article DOI: 10.3389/fpsyg.2021.788474.].

This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students\' writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students\' autonomous motivation relative to no such growth from teacher feedback.

The twofold aim of this study was to substantiate the validity of the Self-Regulation Questionnaire-Reading Motivation and Self-Regulation Questionnaire-Writing Motivation for third to eight graders and to map motivational trends in elementary and secondary education students\' academic and recreational reading and writing. More specifically, we adopted the innovative and coherent theoretical framework of the Self-Determination Theory to study qualitatively different motives for reading and writing and to examine the relationships between them. In total, 2,343 students from third to eighth grade were involved. Based on confirmatory factor analyses, a two-factor model, distinguishing between autonomous and controlled motivation, for academic and recreational reading and writing was confirmed in all grades. Furthermore, the scales were reliable, and the measurement models were invariant across students\' gender and their general achievement level. Despite the absence of strong invariance for the measurement models across each of the different grades, we found evidence that students within the same grade level (i.e., middle elementary, upper elementary, and lower secondary grade) interpreted the SRQ-Reading and Writing scale items in a conceptually similar way. Factor correlations confirmed the interrelatedness of reading and writing motives, as well as strong associations between students\' motivation to read and write in either academic and recreational contexts. Finally, concerning the motivational trends, the present results advert to a significant decline of students\' autonomous motivation to read and write, both in and outside school. Accordingly, we point out that the late elementary and the lower secondary grades are crucial phases to engage students in motivating literacy activities. In light of these alarming results, we recommend future experimental research studies to focus on evaluating the effectiveness of instructional reading and writing activities that foster students\' innate need for autonomy, competence, and relatedness.