Abstract:
Motivation plays a crucial role in inspiring and empowering young writers to engage in goal-oriented actions (Schunk, 2012). The expectancy-value theory (EVT) has consistently shown that motivation is a critical factor in promoting second language (L2) attainment. Enhancing the motivation and confidence of young writers from economically disadvantaged regions is particularly important for improving their L2 writing skills. Despite recognising this significance, writers from disadvantaged communities worldwide continue to struggle with acquiring basic writing skills. This study adopts an EVT lens to closely examine how motivation among ESL young writers in a low-income community in Malaysia flourished through the use of a creative writing strategy employing the TAZ Burger organiser. To investigate this phenomenon, a descriptive exploratory case study design was employed. Data were collected from essay scripts written in the first and last week of classroom learning and supplemented by semi-structured interviews. Both data sources were subjected to analytical analysis and thematic coding using Atlas.ti, and underwent peer review to ensure rigour and consistency. The results revealed that participants, who are predominantly disadvantaged L2 learners, demonstrated significant improvements in their initial low expectancy beliefs regarding L2 writing over time. These improvements, however, varied according to individual learning selves within the context of their disadvantaged backgrounds. Significantly, the utilisation of the TAZ writing organiser as a tool for a creative L2 writing strategy enhanced participants' perception of task importance and interest value, aligning with their utility value of learning growth. Participants also collectively agreed that the visual appeal of this creative approach mitigated their affective filter during writing, leading to increased intrinsic motivation and task engagement in the long run. However, we found out that such increment values in the three EVT domains had resulted in lower cost value in terms of time and effort invested in learning the TAZ Burger organiser. With this in mind, we discuss how pedagogical implications of creative writing strategies could be better implemented to foster and sustain motivation for disadvantaged young writers. We argue that by understanding the dynamics of motivation within marginalised L2 writers, educators can effectively support their writing development and promote inclusive learning environments.
Keywords: motivation, expectancy-value theory, L2 writing, marganalised learners, inclusive learning.
Keywords: motivation, expectancy-value theory, L2 writing, marganalised learners, inclusive learning.