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

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AYGÜN S., Altay I. F.

Journal of Computer and Education Research, cilt.14, sa.0, 2026 (TRDizin)

Özet

In this mixed-methods study, EFL learners’ writing motivation across traditional face-to-face and flipped instructional contexts was explored. The study was conducted on ninety-four B2 students in a university preparatory program in Türkiye (traditional group: n = 47; flipped group: n = 47) and lasted for eight weeks. The scores obtained from the AWMQ, which was administered as a pre- and post-test, constituted quantitative data, and semi-structured interviews were held with 36 students (18 from each context) to collect qualitative data. For the analysis of the quantitative data, paired samples t-tests and independent samples t-tests were utilized. Within-group analysis indicated no statistically significant change in overall writing motivation in the traditional context. However, the flipped context showed a statistically significant increase with a small-to-medium effect size (d=0.35). As to the between-group comparison of post-test scores, not a statistically significant difference was found. However, the qualitative findings helped contextualize these patterns by highlighting differences in how students experienced writing instruction: flipped-classroom students associated writing with scaffolded, step-by-step practice, immediate feedback, and peer interaction and defined all these as motivational supports, while traditional-context students persistently mentioned homework-oriented writing and obligation-driven engagement. To conclude, though the comparative quantitative findings remain inconclusive within the scope of this study, the results suggest that flipped instructional structures may be associated with more supportive motivational experiences over time.