THE MEASUREMENT OF MOTIVATION LEVEL, THE LEVEL OF USING SRL WRITING STRATEGIES, AND THE ASSOCIATION OF BOTH WITH ESL WRITING COMPETENCE OF PAKISTANI SECONDARY SCHOOL STUDENTS

Abstract

This study measures the motivation level, the level of using SRL writing strategies, and the association of both with ESL writing proficiency of Pakistani secondary school students. The participants were 250 secondary school students selected through convenient sampling from five private sector schools located in Karachi. The data was collected through questionnaires and a standardized writing competency test. The data was analyzed using descriptive statistics, correlational statistics, and MANOVA. The findings revealed that high achievers on the writing competency test exhibited higher levels of motivational variables (self-efficacy, interest, utility, and growth mindset) and more frequent self-regulated writing strategy use confirming the relationship between all the tested motivational variables except interest, self-regulated writing strategy use and ESL writing competence. The findings point to the key role of motivational variables and the use of self-regulated strategies in increasing the ESL writing competence of the students.