Motivational Dynamics in English Writing Mastery: An Expectancy-Value Approach to Second Language Learning

Abstract

Writing, commonly, comes with writing skills and also grammar and syntax knowledge on top of a writer's natural talent. However, many are in need of extra support such as motivation to enable them stay strong and continue writing, as well as to help them believe that they can manage the task and to know that the task carried out is beneficial. Those who are struggling with writing tasks seem to limit their own potential academically and professionally. Hence, this study is to investigate how beliefs and the task values about writing ability shape students’ motivation to write, and what perceived cost-related factors negatively influence students’ motivation to enhance their writing skills. This study employed a survey-based approach using a questionnaire to seek students’ perceptions of their writing ability, the importance they attach to writing tasks, and the challenges that hinder their motivation. 224 bachelor degree students from one public university in Selangor, Malaysia, undergoing the English for Professional Communication program involved in this study. Data revealed that while practice strengthens students’ belief in writing and builds their confidence, challenges in grammar, higher order assessments, and complex tasks still hinder motivation. For the task value, students’ writing motivation is shaped more by the usefulness and importance of tasks than by personal enjoyment. Cost-related factors, especially psychological cost, proved the strongest barrier, while effort was moderate and opportunity and general costs lower, indicating that anxiety hinders engagement but students still hold a positive view of English learning. The findings suggest that reducing psychological barriers and emphasizing task value can enhance students’ confidence and sustain motivation in writing. These results could impact classroom practices by encouraging teachers to prioritize reducing psychological barriers and designing tasks that emphasize value and confidence-building.