Writing is one of the most difficult language skills for EFL students to learn and master. In EFL writing classrooms, students can easily lose motivation if the learning environment is not supportive, teaching not effective, and assessment not conducive to learning. Recent research conducted in Hong Kong has pointed to a low level of writing motivation among secondary students, and that their writing efficacy tends to decline as they progress from junior to senior secondary (Lee et al., in press). Given this, it is likely that students enter university without a strong motivation to write and to learn writing. Academic writing, however, is a core element of undergraduate and postgraduate education. In order for effective learning to take place in university writing classes, motivation-sensitive methodology is crucial. In this presentation, Professorwill explore what motivational strategies EFL university writing teachers can use to maximize the effectiveness of student learning in the writing classroom. Specifically, she will focus on students' writing environment/experience as well as teachers’ instructional and assessment techniques, and discuss how these can be enhanced to boost student motivation for writing.
Professor and Chair at the Department of Curriculum and Instruction of the Faculty of Education, the Chinese University of Hong Kong. Research areas include second language writing, error correction and feedback in writing, classroom writing assessment, and second language teacher education. She has published extensively on these areas in top journals and edited collections，and has served on the editorial boards of ELT Journal, TESOL Quarterly, Journal of Second Language Writing, Assessing Writing, and TESL Canada Journal. Currently, she is Co-editor of the Journal of Second Language Writing and Senior Associate Editor of The Asia-Pacific Education Researcher.