MOTIVATION MATTERS IN ADOPTING PREWRITING STRATEGIES AND IMPROVING WRITING ACHIEVEMENT AMONG BANGLADESHI ADULT EFL LEARNERS
Abstract
To state the benefits of prewriting activity Schweiker-Marra (2000) stated that students writing anxiety can be minimized through a writing program that emphasizes prewriting activities. But the ability of choosing an appropriate planning for a particular writing task is necessary for a satisfactory result. At the same time learners experiencing difficulties with prewriting activity are needed to be motivated and encouraged to use various strategies for improving their writing. The aim of this article is to show (1) whether the explicit instruction could motivate the ESL learners to use prewriting strategies and (2) whether the instruction on prewriting strategies can help students improving their writing style. Data were drawn from 40 EFL university students before and after an explicit instruction program lasted for 10 classes (75mins each). To determine relationships between writing strategies instruction program and learners writing achievement, a t-test analyses was used. Result shows, motivational incentives are needed to apply while teaching writing strategies and only a well-planned pre-writing activity can help EFL learners in overcoming the writing block and aid them successfully to prove their creativity and individuality. Â
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