Evaluating student motivation and engagement in the Chinese EFL writing context

Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a...
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Autor*in:	Yu, Shulin [verfasserIn] Zhou, Nan [verfasserIn] Zheng, Yao [verfasserIn] Zhang, Limin [verfasserIn] Cao, Hongjian [verfasserIn] Li, Xiaomin [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing

Übergeordnetes Werk:	Enthalten in: Studies in educational evaluation - Amsterdam [u.a.] : Elsevier Science, 1975, 62, Seite 129-141
Übergeordnetes Werk:	volume:62 ; pages:129-141

DOI / URN:	10.1016/j.stueduc.2019.06.002

Katalog-ID:	ELV002663651

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520			\|a Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts.
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650		4	\|a L2 writing motivation
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allfields	10.1016/j.stueduc.2019.06.002 doi (DE-627)ELV002663651 (ELSEVIER)S0191-491X(18)30351-1 DE-627 ger DE-627 rda eng 370 320 DE-600 5,3 ssgn 81.05 bkl 81.53 bkl Yu, Shulin verfasserin aut Evaluating student motivation and engagement in the Chinese EFL writing context 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts. L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing Zhou, Nan verfasserin aut Zheng, Yao verfasserin aut Zhang, Limin verfasserin aut Cao, Hongjian verfasserin aut Li, Xiaomin verfasserin aut Enthalten in Studies in educational evaluation Amsterdam [u.a.] : Elsevier Science, 1975 62, Seite 129-141 Online-Ressource (DE-627)318848899 (DE-600)2019715-9 (DE-576)116649542 0191-491X nnns volume:62 pages:129-141 GBV_USEFLAG_U SYSFLAG_U GBV_ELV GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 81.05 Bildungsforschung 81.53 Lernbeurteilung AR 62 129-141
spelling	10.1016/j.stueduc.2019.06.002 doi (DE-627)ELV002663651 (ELSEVIER)S0191-491X(18)30351-1 DE-627 ger DE-627 rda eng 370 320 DE-600 5,3 ssgn 81.05 bkl 81.53 bkl Yu, Shulin verfasserin aut Evaluating student motivation and engagement in the Chinese EFL writing context 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts. L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing Zhou, Nan verfasserin aut Zheng, Yao verfasserin aut Zhang, Limin verfasserin aut Cao, Hongjian verfasserin aut Li, Xiaomin verfasserin aut Enthalten in Studies in educational evaluation Amsterdam [u.a.] : Elsevier Science, 1975 62, Seite 129-141 Online-Ressource (DE-627)318848899 (DE-600)2019715-9 (DE-576)116649542 0191-491X nnns volume:62 pages:129-141 GBV_USEFLAG_U SYSFLAG_U GBV_ELV GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 81.05 Bildungsforschung 81.53 Lernbeurteilung AR 62 129-141
allfields_unstemmed	10.1016/j.stueduc.2019.06.002 doi (DE-627)ELV002663651 (ELSEVIER)S0191-491X(18)30351-1 DE-627 ger DE-627 rda eng 370 320 DE-600 5,3 ssgn 81.05 bkl 81.53 bkl Yu, Shulin verfasserin aut Evaluating student motivation and engagement in the Chinese EFL writing context 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts. L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing Zhou, Nan verfasserin aut Zheng, Yao verfasserin aut Zhang, Limin verfasserin aut Cao, Hongjian verfasserin aut Li, Xiaomin verfasserin aut Enthalten in Studies in educational evaluation Amsterdam [u.a.] : Elsevier Science, 1975 62, Seite 129-141 Online-Ressource (DE-627)318848899 (DE-600)2019715-9 (DE-576)116649542 0191-491X nnns volume:62 pages:129-141 GBV_USEFLAG_U SYSFLAG_U GBV_ELV GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 81.05 Bildungsforschung 81.53 Lernbeurteilung AR 62 129-141
allfieldsGer	10.1016/j.stueduc.2019.06.002 doi (DE-627)ELV002663651 (ELSEVIER)S0191-491X(18)30351-1 DE-627 ger DE-627 rda eng 370 320 DE-600 5,3 ssgn 81.05 bkl 81.53 bkl Yu, Shulin verfasserin aut Evaluating student motivation and engagement in the Chinese EFL writing context 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts. L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing Zhou, Nan verfasserin aut Zheng, Yao verfasserin aut Zhang, Limin verfasserin aut Cao, Hongjian verfasserin aut Li, Xiaomin verfasserin aut Enthalten in Studies in educational evaluation Amsterdam [u.a.] : Elsevier Science, 1975 62, Seite 129-141 Online-Ressource (DE-627)318848899 (DE-600)2019715-9 (DE-576)116649542 0191-491X nnns volume:62 pages:129-141 GBV_USEFLAG_U SYSFLAG_U GBV_ELV GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 81.05 Bildungsforschung 81.53 Lernbeurteilung AR 62 129-141
allfieldsSound	10.1016/j.stueduc.2019.06.002 doi (DE-627)ELV002663651 (ELSEVIER)S0191-491X(18)30351-1 DE-627 ger DE-627 rda eng 370 320 DE-600 5,3 ssgn 81.05 bkl 81.53 bkl Yu, Shulin verfasserin aut Evaluating student motivation and engagement in the Chinese EFL writing context 2019 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts. L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing Zhou, Nan verfasserin aut Zheng, Yao verfasserin aut Zhang, Limin verfasserin aut Cao, Hongjian verfasserin aut Li, Xiaomin verfasserin aut Enthalten in Studies in educational evaluation Amsterdam [u.a.] : Elsevier Science, 1975 62, Seite 129-141 Online-Ressource (DE-627)318848899 (DE-600)2019715-9 (DE-576)116649542 0191-491X nnns volume:62 pages:129-141 GBV_USEFLAG_U SYSFLAG_U GBV_ELV GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 81.05 Bildungsforschung 81.53 Lernbeurteilung AR 62 129-141
language	English
source	Enthalten in Studies in educational evaluation 62, Seite 129-141 volume:62 pages:129-141
sourceStr	Enthalten in Studies in educational evaluation 62, Seite 129-141 volume:62 pages:129-141
format_phy_str_mv	Article
bklname	Bildungsforschung Lernbeurteilung
institution	findex.gbv.de
topic_facet	L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing
dewey-raw	370
isfreeaccess_bool	false
container_title	Studies in educational evaluation
authorswithroles_txt_mv	Yu, Shulin @@aut@@ Zhou, Nan @@aut@@ Zheng, Yao @@aut@@ Zhang, Limin @@aut@@ Cao, Hongjian @@aut@@ Li, Xiaomin @@aut@@
publishDateDaySort_date	2019-01-01T00:00:00Z
hierarchy_top_id	318848899
dewey-sort	3370
id	ELV002663651
language_de	englisch
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author	Yu, Shulin
spellingShingle	Yu, Shulin ddc 370 ssgn 5,3 bkl 81.05 bkl 81.53 misc L2 writing engagement misc L2 writing motivation misc Higher education misc L2 writing instruction misc Teaching quality misc Chinese EFL writing Evaluating student motivation and engagement in the Chinese EFL writing context
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topic_title	370 320 DE-600 5,3 ssgn 81.05 bkl 81.53 bkl Evaluating student motivation and engagement in the Chinese EFL writing context L2 writing engagement L2 writing motivation Higher education L2 writing instruction Teaching quality Chinese EFL writing
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title	Evaluating student motivation and engagement in the Chinese EFL writing context
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title_full	Evaluating student motivation and engagement in the Chinese EFL writing context
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title_sort	evaluating student motivation and engagement in the chinese efl writing context
title_auth	Evaluating student motivation and engagement in the Chinese EFL writing context
abstract	Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts.
abstractGer	Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts.
abstract_unstemmed	Drawing upon the multifaceted construct of motivation and engagement, this study used the adapted Motivation and Engagement Scale for University/College Students (MES-UC) (Martin, 2007, 2008b, 2012) to examine English-majored undergraduate students’ motivation and engagement in Chinese English as a foreign language (EFL) writing classes. A sample of 1190 students from 35 Chinese universities participated in this study. Results showed that students were generally motivated to write in English and engaged in the second language (L2) writing courses. Individual differences (i.e., gender, grade, region, colleges’ prestige, and colleges’ profession) in L2 writing motivation and engagement also were identified. Three distinct profiles of L2 learners’ motivation and engagement were identified: the “Motivated and engaged”, the “Ambiguously motivated and engaged”, and the “Ambivalently motivated and engaged” L2 writers. The findings shed new light on the nature of Chinese English-majored undergraduates’ motivation and engagement in EFL writing contexts.
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title_short	Evaluating student motivation and engagement in the Chinese EFL writing context
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author2	Zhou, Nan Zheng, Yao Zhang, Limin Cao, Hongjian Li, Xiaomin
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up_date	2024-07-06T17:01:55.050Z
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Evaluating student motivation and engagement in the Chinese EFL writing context

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