Abstract

The present study examined the correlation between some motivational constructs and writing performance of EFL university students. Participants were female students enrolled in an English language writing course at Zulfi College of Education. Participants studied writing essays in a blended learning environment i.e., in regular classroom lectures and online via Desire2Learn (D2L) learning tools. Participants’ writing motivation was measured by a Motivational Writing Questionnaire (MWQ). Their writing performance was assessed by an EFL Writing Performance Test (WPT). For analyzing data, SPSS was used. A Pearson correlation analysis was calculated to explore the correlation between four writing motivational constructs: intrinsic motivation, extrinsic motivation, self-efficacy, and effort, and writing performance. Findings indicated a significant and positive correlation between writing motivational constructs and writing performance in a blended learning environment.

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