Motivational Dynamics in English Writing Mastery: An Expectancy-Value Approach to Second Language Learning

Writing, commonly, comes with writing skills and also grammar and syntax knowledge on top of a writer's natural talent. However, many are in need of extra support such as motivation to enable them stay strong and continue writing, as well as to help them believe that they can manage the task and to know that the task carried out is beneficial. Those who are struggling with writing tasks seem to limit their own potential academically and professionally. Hence, this study is to investigate how beliefs and the task values about writing ability shape students’ motivation to write, and what perceived cost-related factors negatively influence students’ motivation to enhance their writing skills. This study employed a survey-based approach using a questionnaire to seek students’ perceptions of their writing ability, the importance they attach to writing tasks, and the challenges that hinder their motivation. 224 bachelor degree students from one public university in Selangor, Malaysia, undergoing the English for Professional Communication program involved in this study. Data revealed that while practice strengthens students’ belief in writing and builds their confidence, challenges in grammar, higher order assessments, and complex tasks still hinder motivation. For the task value, students’ writing motivation is shaped more by the usefulness and importance of tasks than by personal enjoyment. Cost-related factors, especially psychological cost, proved the strongest barrier, while effort was moderate and opportunity and general costs lower, indicating that anxiety hinders engagement but students still hold a positive view of English learning. The findings suggest that reducing psychological barriers and emphasizing task value can enhance students’ confidence and sustain motivation in writing. These results could impact classroom practices by encouraging teachers to prioritize reducing psychological barriers and designing tasks that emphasize value and confidence-building.

Expectancy-Value Theory, writing ability, writing motivation, cost-related challenges

1. Abdolrezapour, P., Ganjeh, S., & Ghanbari, N. (2023). Self-efficacy and resilience as predictors of students’ academic motivation in online education. PLOS ONE, 18. https://doi.org/10.1371/journal.pone.0285984. [Google Scholar] [Crossref]

2. Alsariera, A., & Alsaraireh, M. (2024). Advancing EFL Writing Proficiency in Jordan: Addressing Challenges and Embedding Progressive Strategies. International Journal of Arabic-English Studies. https://doi.org/10.33806/ijaes.v24i2.664. [Google Scholar] [Crossref]

3. Alves-Wold, A., Walgermo, B., McTigue, E., & Uppstad, P. (2024). The ABCs of writing motivation: a systematic review of factors emerging from K–5 students’ self-reports as influencing their motivation to write. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1396484. [Google Scholar] [Crossref]

4. Alzubi, A., & Nazim, M. (2024). Students' intrinsic motivation in EFL academic writing: Topic-based interest in focus. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e24169. [Google Scholar] [Crossref]

5. Anaktototy, K., Sekawael, M., Latief, M., & Bin-Hady, W. (2023). Beyond Linguistics: Exploring the Cognitive and Motivational Barriers to Essay Writing for Tertiary Students. International Journal of Language Education. https://doi.org/10.26858/ijole.v7i3.37070. [Google Scholar] [Crossref]

6. Anthony, L. E., Cochrane, A., Klaas, V., Hecht, C. A., & Green, C. S. (2025). Applications of Expectancy-Value Theory in promoting motivated behavior in cognitive training. Journal of Cognitive Enhancement, 9, 360–374. https://doi.org/10.1007/s41465-025-00332-6 [Google Scholar] [Crossref]

7. Bergann, S., Blüthmann, I., Neugebauer, M., & Watermann, R. (2025). Intrinsic and extrinsic motives of undergraduate students for pursuing a master’s degree: Applying the Eccles et al. expectancy-value model. PLOS One, 20. https://doi.org/10.1371/journal.pone.0317204. [Google Scholar] [Crossref]

8. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Self-Efficacy for Writing Scale (SEWS) [Database record]. APA PsycTests. https://doi.org/10.1037/t19869-000 [Google Scholar] [Crossref]

9. Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001 [Google Scholar] [Crossref]

10. Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01193. [Google Scholar] [Crossref]

11. Eccles, J., & Wigfield, A. (2024). The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice. Educational Psychology Review, 36. https://doi.org/10.1007/s10648-024-09888-9 [Google Scholar] [Crossref]

12. Eodice, M., Geller, A., & Lerner, N. (2017). The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education. https://doi.org/10.7330/9781607325802. [Google Scholar] [Crossref]

13. Graham, S., Harbaugh-Schattenkirk, A. G., Aitken, A., Harris, K. R., Ng, C., Ray, A., Wilson, J. M., & Wdowin, J. (2022). Writing motivation questionnaire: Validation and application as a formative assessment. Assessment in Education: Principles, Policy & Practice, 29(2), 238–261. https://doi.org/10.1080/0969594X.2022.2046014 [Google Scholar] [Crossref]

14. Harshalatha, S., & Sreenivasulu, Y. (2024). Exploring Academic Writing Needs and Challenges Experienced by ESL Learners: A Literature Review. World Journal of English Language. https://doi.org/10.5430/wjel.v14n3p406. [Google Scholar] [Crossref]

15. He, L. (2024) The Application of SPSS Correlation Analysis in the Study if Precision Teaching of English in Universities. Applied Mathematics and Nonlinear Science, 9(1), 1-13. http://dx.doi.org/10.2478/amns-2024- [Google Scholar] [Crossref]

16. Jiang, H. (2025). Enhancing college English writing through self-efficacy-based instruction. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1668324. [Google Scholar] [Crossref]

17. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308 [Google Scholar] [Crossref]

18. Larsson, T., & Kaatari, H. (2020). Syntactic complexity across registers: Investigating (in)formality in second-language writing. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2020.100850. [Google Scholar] [Crossref]

19. Li, C. (2024). Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.43371. [Google Scholar] [Crossref]

20. Li, C., Wei, L., & Lu, X. (2024). Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors. The Modern Language Journal. https://doi.org/10.1111/modl.12954. [Google Scholar] [Crossref]

21. Maung, E., Győri, J., & Kálmán, C. (2025). Motivational Disposition in English Writing Skills Development for EFL Pre-service Teachers. GILE Journal of Skills Development. https://doi.org/10.52398/gjsd.2025.v5.i1.pp149-164. [Google Scholar] [Crossref]

22. Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics. https://doi.org/10.17509/ijal.v10i3.31752. [Google Scholar] [Crossref]

23. Nagle, C. (2021). Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning. Foreign Language Annals. https://doi.org/10.1111/flan.12569 [Google Scholar] [Crossref]

24. Nejad, M., Izadpanah, S., Namaziandost, E., & Rahbar, B. (2022). The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.746445. [Google Scholar] [Crossref]

25. Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review, 32, 1089 - 1126. https://doi.org/10.1007/s10648-020-09541-1. [Google Scholar] [Crossref]

26. Nurkamto, J., Prihandoko, L., Putro, N., & Purwati, O. (2024). Academic writing apprehension in higher education: A systematic review. Studies in English Language and Education. https://doi.org/10.24815/siele.v11i1.28928. [Google Scholar] [Crossref]

27. Pezé, A., Janssen, T., Rijlaarsdam, G., & Weijen, D. (2021). Writing creative and argumentative texts: What's the difference? Exploring how task type affects students' writing behaviour and performance. L1 Educational Studies in Language and Literature. https://doi.org/10.17239/l1esll-2021.21.01.11. [Google Scholar] [Crossref]

28. Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System. https://doi.org/10.1016/j.system.2024.103261. [Google Scholar] [Crossref]

29. Randolph, P. (2023). Breathing Enlightenment and Necessary Change into English Language Programs with Creative Writing. Lublin Studies in Modern Languages and Literature. https://doi.org/10.17951/lsmll.2023.47.3.93-105. [Google Scholar] [Crossref]

30. Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2019). Expectancy-value theory and its relevance for student motivation and learning. In K. R. Wentzel & D. B. Miele (Eds.), The Cambridge handbook of motivation and learning (pp. 617–644). Cambridge University Press. https://doi.org/10.1017/9781316823279.026 [Google Scholar] [Crossref]

31. Sabti, A., Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9. https://doi.org/10.1177/2158244019894289. [Google Scholar] [Crossref]

32. Shang, C., Moss, A. C., & Chen, A. (2022). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1), 52–64. https://doi.org/10.1016/j.jshs.2022.01.003 [Google Scholar] [Crossref]

33. Smedt, F., Merchie, E., Barendse, M., Rosseel, Y., Naeghel, J., & Keer, H. (2018). Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level. Reading Research Quarterly, 53, 249-272. https://doi.org/10.1002/rrq.193. [Google Scholar] [Crossref]

34. Sun, J., Motevalli, S., & Chan, N. (2024). Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners. Qualitative Research in Education. https://doi.org/10.17583/qre.12938 [Google Scholar] [Crossref]

35. Tabari, M., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12582. [Google Scholar] [Crossref]

36. Tang, H., Yang, Y., & Bao, Y. (2023). Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory. Distance Education, 44, 675 - 693. https://doi.org/10.1080/01587919.2023.2267464. [Google Scholar] [Crossref]

37. Teng, L. (2021). Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research, 28, 366 - 388. https://doi.org/10.1177/13621688211006881. [Google Scholar] [Crossref]

38. Teng, L. S., Sun, P. P., & Xu, L. (2018). Conceptualizing writing self-efficacy in English as a foreign language context: Scale validation through structural equation modeling. TESOL Quarterly, 52(4), 911–942. https://doi.org/10.1002/tesq.432 [Google Scholar] [Crossref]

39. Tsao, J. (2021). Effects of EFL Learners’ L2 [Google Scholar] [Crossref]

40. Writing Self-efficacy on Engagement with Written Corrective Feedback. The Asia-Pacific Education Researcher, 30, 575 - 584. https://doi.org/10.1007/s40299-021-00591-9. [Google Scholar] [Crossref]

41. Van Blankenstein, F., Saab, N., Van Der Rijst, R., Danel, M., Berg, A., & Van Den Broek, P. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project?. Educational Studies, 45, 209 - 225. https://doi.org/10.1080/03055698.2018.1446326. [Google Scholar] [Crossref]

42. Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13, Article 992372. https://doi.org/10.3389/fpsyg.2022.992372 [Google Scholar] [Crossref]

43. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 [Google Scholar] [Crossref]

44. Wilby, J. (2020). Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research, 26, 1010 - 1033. https://doi.org/10.1177/1362168820917323. [Google Scholar] [Crossref]

45. Wu, L., & Halim, H. (2024). Task complexity and foreign language writing emotions as predictors of EFL writing performance. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1323843. [Google Scholar] [Crossref]

46. Wu, S. H., & Corpus, J. H. (2023). The role of perceived cost in college students’ motivational experiences and long-term achievement outcomes: A mixed-methods approach. International Journal of Educational Research Open, 4, Article 100229. https://www.reed.edu/psychology/motivation/assets/downloads/Wu_Corpus_2023.pdf [Google Scholar] [Crossref]

47. Xu, S. (2022). Construct-oriented or goal-motivated? Interpreting test preparation of a high-stakes writing test from the perspective of expectancy-value theory. Frontiers in Psychology, 13, Article 846413. https://doi.org/10.3389/fpsyg.2022.846413 [Google Scholar] [Crossref]

• Psychoanalytical Criticism in Korean Literature: A Study of Trauma, Repression, And Desire in Han Kang’s Novels
• Enhancing Students’ Grammar Awareness Using the Think-Pair-Share Strategy in English Classes
• Reading Motivation Vs Reading Comprehension of Filipino ESL Learners in the Public Schools: Its Correlation to Phi-IRI Reading Results
• Women and their Presentation in Chimamanda Ngozi Adichie’s Purple Hibiscus
• Grammar Self-Efficacy as a Predictor of Academic Writing Performance of BAELS Freshmen in Cavite State University: A correlational study