Analysis of Writing Motivation for Medical University EFL Learners in China


  • Yingying Ma Zunyi Medical University



English writing, motivation factors, EFL learners


This research aims to investigate EFL learners’ writing motivation in a medical university. Although writing plays a critical role in English learning, it has often been neglected by students, they only take writing as a tortured task which has been related to the score in final tests. In a medical university, most students are afraid of writing and lack motivation to write in English because of the heavy load and pressure from their medical tasks. Therefore, this study describes students’ writing motivation through the class observation, questionnaire, and interview, and finds what factors affect students’ writing motivation. Based on the analysis results, combined with features of students from a medical university, the researcher comes up with strategies to improve learners’ writing motivation.

Author Biography

Yingying Ma, Zunyi Medical University

School of Foreign Languages


Ainley, M. (2012). Students’ Interest and Engagement in Classroom Activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds) . Handbook of Research on Student Engagement. 283-302.

Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Dornyei, Z. & K. Csizer. (2002). Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey. Applied Linguistics. (23/4): 421-426.

Dornyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Teaching, Supplement. (1): 3-32.

Dornyei, Z. (2005). The Psychology of Language Learner: Individual Differences in Second Language Acquisition. NJ: Lawrence Erlbaum Associates. 18, 146.

Dornyei, Z. (2009). The Second Language Motivational Self System. In Dornyei, Z. &E. Ushioda (Eds.). Motivation, Language Identity and the L2 Self . Bristol: Multilingual Matters. 12, 9-42.

Gardner, R. & W. Lambert. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.

Gao, Y.H., Zhao, Y., Chen, Y. & Zhou, Y. (2003). Research on Types of English Learning Motivation for College Students. Modern Foreign Languages. (01): 51-58

Gumming, A. (1989). Writing Expertise and Second Language Proficiency. Language Learning. 30, 38-39.

Manolopoulou-Sergi, E. (2004). Motivation within the Information Processing Model of Foreign Language Learning. System. 32(3), 427-441.

Ma, G. H., &Wen, Q. F. (1999). The Relationship of L2 Learners’ Linguistic Variables to L2 Writing Ability. Foreign Language Teaching and Research. (04): 34-39.

Ma, G. H. (2005). The Effect of Motivation and Efforts on Foreign Language Achievement. Journal of PLA University of Foreign Languages. (04): 37-41.

Mu, Congjun. (2005). A Taxonomy of ESL Writing Strategies. Redesigning Pedagogy: Research, Policy, Practice. (05): 7-10.

Qing X. Q. (2002). The Significance of Motivation Theory on Foreign Language Learning. Foreign Language Research. (04): 74-79.

Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds). Handbook of Research on Student Engagement. (05):149-172.

Ren, F. L. (2018). The Research on Chinese College Students’ Writing Motivation. Journal of Hefei Normal University. (03):118-122.

Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research. 15(2):171-193

Wen, Q.F. (2001). Applied Linguistics: Research Methods and Thesis Writing. Beijing: Foreign Language Teaching and Research Press.

Yin, H., & Wang, W. (2016). Undergraduate Students’ Motivation and Engagement in China: An Exploratory Study. Assessment and Evaluation in Higher Education. 41, 601-602.

Yu, S., & Lee, I. (2016). Peer feedback in Second Language Writing (2005-2014). Language Teaching. 49(4), 461-493.

Zheng, X., Yin, H., & Wang, M. (2018). Leading with Teachers’ Emotional Labour: Relationships between Leadership Practices, Emotional Labour Strategies and Efficacy in China. Teachers and Teaching Theory and Practice. 24, 965-979.