Primary School Children’s Motivation for EFL Writing: The Case of Eighth-Graders

Numerous studies have explored motivation in language learning, yet few have focused on writing in English as a foreign language (EFL), particularly among primary school children. This study aimed to explore EFL writing motivation among Croatian young language learners (YLLs) at the end of primary education (Grade 8). It investigated both internal and external aspects of motivation. Employing a mixed methods design with a predominantly descriptive qualitative analysis, data were collected from 50 learners (aged 13–14) using a semi-structured, paper-based questionnaire. Findings show that eighth-graders exhibited a positive motivational profile toward writing in English. They were mainly intrinsically motivated, driven by the enjoyment of writing and a sense of ease and self-competence. They also showed extrinsic motivation, valuing English for future opportunities and global communication. Teacher influence and texting on mobile phones as a preferred writing form appeared to further support EFL writing motivation. The findings also reveal that though being negatively affected by limited practice, unengaging topics, word limits, and stress from time and grading pressures, YLLs had a positive view of writing compositions in English. Further results suggest that eighth-graders engaged in minimal additional EFL writing practice at home, suggesting a limited effort to develop writing skills outside the formal educational context. Finally, parental support for EFL writing was relatively low, implying that parent involvement was not consistently related to higher motivation for EFL writing among primary school children.