Topic choice/inquiry: a strategy for increasing motivation in English Communications 12

Abstract

The purpose of this study was to determine if the implementation of Topic Choice/Inquiry had an impact on increasing student motivation towards improving both the quantity and quality of writing. This study was conducted with a sample population of 19 participants who were English Communications 12 students in the fall of 2014. A mixed method exploratory strategy was used consisting of a pre and post-intervention five point Likert scale survey and a pre and post intervention essay. The teaching intervention of Topic Choice/Inquiry was three months in duration. This teaching intervention was created based on four areas deemed integral for developing motivation towards writing. Post- intervention survey results yielded increases in all four motivational areas with noticeable increase revealed in the area of supportive context. Participants indicated interest and connection to be influential motivators towards writing. The overall positive results obtained from this study indicate the importance of addressing motivational factors when designing writing strategies for English Communications 12 students to help promote their success.