Motivation For Improving Writing Skills Of English Language Learners

Abstract

The aim of this article is to show the issues related to motivation learners in writing classes and how to develop effective piece of writing. In the study of academic motivation in a language-learning setting, motivation has traditionally been considered an independent variable. Writing is considered as the most difficult skill for language learners because they need to have a certain amount of L2 background knowledge about the rhetorical organizations, appropriate language use or specific lexicon with which they want to communicate to their readers. To assist language instructors to improve learners' writing competence and produce good writing, this article aims to present the combination of genre, product, and process approaches in a writing class. To better under- stand the topic, this paper will be divided into two main parts. The first section of this paper provides a brief literature review of each traditional writing approach including the strengths and drawbacks as well as an adapted use of each. The second part includes the importance of using the integrated approaches for English major learners in the tertiary level.