Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF LANGUAGE ACADEMY, cilt.12, sa.3, ss.429-453, 2024 (Hakemli Dergi)
As revealed by research, motivation is a driving force that supports the preference for a behavior and the consistent maintenance of this preference. It develops in parallel with concepts such as success and achievement. In this context, it isn't easy to consider the development of any skill apart from the motivation for that skill. This study was developed to observe the effect of writing workshops designed around the principles of Expectancy-Value Theory on students’ writing skills and motivation to write. The study was conducted from a qualitative perspective and used action research design. The 14-week action research, designed to improve students’ levels of motivation to write and the quality of their writing skills, was written and applied in line with the principles of the Expectancy-Value Theory. The researchers attempted to describe the change in students’ levels of motivation to write by using the findings obtained from semi-structured interviews held with the students before and after the implementation, making observations, and examining documents. The descriptive analysis of the data obtained from these sources was completed with the MAXQDA program; 4 themes, 16 categories, and 12 subcategories were identified in the analysis. The change in the level of students’ writing skills was expressed following analyses made using the Written Expression Assessment Form. The results reveal that students' writing motivation levels and the quality of their writing skills improved. Teaching writing by applying the Expectancy-Value Theory resulted in a positive change in the expectancy for success, self-efficacy, task value, and anxiety aspects of the theory. The difference in the students’ total scores before and after implementation obtained using this form shows that their writing skills had improved in terms of format, language, expression, spelling, and punctuation.