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July 15, 2026Journal of Computer and Education ResearchOpen Access

Exploring EFL Learners’ Writing Motivation Across Traditional and Flipped Instructional Contexts

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Authors

SASibel AygünİAİsmail Fırat Altay

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Overview

Mixed-methods study shows flipped instruction may enhance writing motivation in EFL learners, indicating potential benefits.

Key Points

  • This study aims to explore EFL learners' writing motivation in traditional versus flipped instructional contexts.
  • Conducted over eight weeks with ninety-four B2 university students in Turkey (n=47 each group).
  • Utilized pre- and post-tests for quantitative data collection using the AWMQ and analyzed with t-tests.
  • Conducted semi-structured interviews with 36 students to gather qualitative insights from both instructional contexts.
  • No significant change in writing motivation was noted in the traditional context.
  • The flipped classroom context saw a significant increase in writing motivation (effect size d=0.35).
  • Qualitative findings revealed that flipped instruction fostered motivation through scaffolded support, immediate feedback, and peer interaction.

Cite This Study

Aygün et al. (2026) studied this question.

synapsesocial.com/papers/6a57229088b21df87547f87dhttps://doi.org/10.18009/jcer.1885363
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