Motivational Strategies for Effective Writing among ESL Learners: A

Study at Undergraduate Level

Thesis submitted to

The Gandhigram Rural Institute – Deemed University

in partial fulfillment of the requirements for the award of the degree of

Doctor of Philosophy

by

Bharathi Raj. K

Faculty of English and Foreign Languages

Gandhigram Rural Institute- Deemed University

Gandhigram, Dindigul – 624 302

Tamil Nadu

India

November 2015
 Abstract

The principal aim of the present research is to improve proficiency in English writing.
English is accepted as the second language by the undergraduate level learners. The present
research brings up the necessities of motivation and its strategies among ESL, Arts and
Science undergraduate level learners. Proficiency of L2 is inevitable in learning environment.
In order to score more marks, effective writing is required. The writing becomes effective
when it has effective components such as vocabulary, punctuation, cohesion, coherence and
sequence of ideas.

Motivational strategies consciously generate and enhance learners’ natural tendency

toward learning. So, learning is determined by motivation, and motivation is sustained by
interest. Certainly the interest in learning is maintained by various strategies. There are five
strategies used to enhance learners’ motivation towards effective writing in L2. 1. Promoting
Enthusiasm in Present Learning. 2. Encouraging Positive Anticipation through Previous
Experience. 3. Improving Satisfaction in Language Studies. 4. Diminishing Demotivating
Motives. 5. Reinforcing Learning Requirements.

The study has followed qualitative and quantitative research methods. Classroom
observation, formal and informal interviews, questionnaire and writing tests were used to
gather data. Questionnaire is based on AMTB (Attitude Motivation Test Battery) of Gardner.
The researcher has adopted clustering or mapping, discussion, pre-writing method for
learning writing in English.

The study has totally six chapters. Chapter one presents the background of study
which explicates issues in L2 writing, significance of motivation in learning and importance
of motivational strategies in writing process. The fundamental concepts of motivation and its
impact of effective writing are explored in chapter two. Chapter three illustrates the research
design, procedure adapted for the study, nature of data collection, research tools and initial
findings of the study. Qualitative analysis and interpretation of collected data for the study
are elucidated in chapter four. Quantitative analysis and interpretation of collected data for
the study are interpreted in chapter five. Chapter six discusses the findings and their
implications to language teaching and learning, and sustains learner motivation.

 
  
 
Chapter 1

Introduction

1.1. Introduction

English is the second language of most of the Indian people. Of course, it is the

linguistic bridge that unites India with other nations and different states of India. Among

Indian people English is widely considered as a second language (SL) because of

multilingual nature of the country. The presence of English in India is in every nook and

corner. The inevitability of English is like water which preserves life and it is widely used in

parliament, judiciary, journalism, television, internet, science and technology, industry to

educational systems. Its role in educational system spreads the status of SL and higher

education is available in English language. In a nutshell, the essentiality of English language

is wide spread to everyday life of Indian people, as they have to use it for communication

and career purposes. Besides, the language is widely used as a connective device in day to

day life to other purposes. The language connects non-Hindi people to other regional

language people. Indeed, English is a lingua franca. It is the medium of communication for

those who do not speak vernacular language. English grows like a tape root, and its

significance as a SL grows up higher. In fact, it is one of the official languages of India

along with eighteen other languages.

Second langue (SL) is any language which is next to first language. Besides, it is an

additional or target language. A language is accepted or considered as second when it gives

more opportunity than first language. Nevertheless, when one wants to take his ideas to

more number of people, a SL is required. It becomes mandatory to acquire a SL. H.H.Stern

states in Fundamental Concepts of Language Teaching that “second language is any

language acquired later than native language” (90). It is confirmed that learning is

acquisition. Second language acquisition (SLA) is the process of acquiring a language other

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than one’s mother tongue or native language. Acquisition of second language slightly

relates with first language. The relation between first and SL is very strongly distinguished.

Maturation plays important role in learning whether it is first or SL. Of course, the

competency of language is growing when the learners grow up. Narayanan elucidates that

“elder learners have better proficiency than younger” (345). Likewise, Savile-Troike

emphasises that “acquisition is the natural part of human maturation” (7). Similarly,

acquisition of SL grows when learners’ experience in second language becomes larger.

According to Stren, “...learners show interest in second language learning, often after years

of study or residence in the second language environment, faces the problems of inadequate

knowledge and frequent failure” (340). Notwithstanding, acquisition takes place only when

learner understands the message in the SL. According to Krashen there is “strong relation

between first language and second language” (86). SL learners develop the language

through the process of restructuring the first language. In Principles of Language Learning

and Teaching, Douglas Brown postulates that “language learns through imitation and

binding together of culture” (89). Learning is a natural process, learners are self- motivated

in first language. But, when learning comes in SL, learners rest on some extra motivation to

acquire the language, because first and SLs are differed each other and provide different

feelings. Motivation and motivational strategies are required in SL setting in order to

facilitate the learners’ desire of learning to reinforce and accumulate needs and preserves

motivation toward learning.

1.2. Purpose of the Study

The purpose of the study is to facilitate the rural undergraduate level learners to

develop effective writing in English through motivational strategies. Effective writing is

inevitable for these learners to compete for academic purpose and future career. The term

“effective writing” means logical flow of ideas and cohesive in text. This means, it holds

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well because there are links between sentences and paragraphs. Writing is cohesive. It

works as a unified whole and is easy to follow. It uses the language effectively to maintain a

focus and to keep the reader on track. In other words, less sequence and coherence of

sentences do not frame a good writing. Writing is the effective medium of communication.

Similarly, a communication becomes effective when it includes all the necessary aspects of

writing. Sequencing of ideas provides structure, involvement and structural meaning for

text. “Effective writing clearly communicates ideas to the reader. This usually involves a

well structured and engaging sequence of ideas, including use of evidence to support the

ideas” (Moor 7). In writing, idea has a vital role. It is rational which changes through

according to the knowledge of writer. Hence, “effective writing requires the writer to spend

adequate time to generate ideas and sequence the ideas into the best order before he/she

starts to write” (Westwood 9). In addition, writing becomes effective when the writer’s

intention accomplishes toward exact goal. It is emphasized as “effective writing depends not

just on how goal-directed writing is, but also on the writer’s ability to co-ordinate all the

different process are involved” (Rijlaarsdam and Berch 8).

“Effective writing” is the outcome of self-awareness of the writer, because

consciousness about writing may not be stepped down the writer as well as strengthening

his/her ideas that is choosing apt vocabulary, error free sentences, active and passive

differentiation, discourse of meaning, exact punctuation, omission of unwanted sentences

according to the lexical and syntactical factors. It is the fact that “effective writing is the

result of a process of drafting, editing and revising that helps to create a self-aware writer.

The self-awareness writer has to control mechanic and rhetoric to engage with material and

understand the pleasure of reading” (Cartler12). Though writing is considered as a difficult

task in both first and SL, it is the duty of the writer to make his/her writing an effective one,

effective in the sense, make his/her effort lucid for the reader. Because writing is expected

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to be read, an easily readable text always considered as effective writing- that is clear,

accurate and concise. Besides, ideas should reach across in such a way that the reader will

understand them effortlessly, unambiguously and rapidly. Therefore, “effective writing

involves generative cognitive process that creates meaning by building relation between the

text and what the reader believe and experience. The meaning is not only on the page but

also in our memory” (Wittrock 601). And, “clarity of writing generates meaning by relating

our knowledge and experiences to text. Writing also involves building relation among the

words and sentences, the sentences in paragraph and paragraph in the text” (Wittrock 600).

Undergraduate level learners are in need of improving writing skills in English.

They are taught English as second language in order to meet all the needs. L2 travels to all

the fields such as literature, technology, medical, journalism and so on. The necessity of

English is going higher in stage. The learners’ are in need of rectifying mistakes in L2 and

improves proficiency in English. The present study tries to assess the ESL (English as a

Second Language) arts and science undergraduate level learners’ effective writing through

the implementation of motivational strategies along with clustering or mapping as effective

tool to find out whether there is any anticipated improvement in English (essay) writing.

The present research brings up the necessities of motivation and motivational strategies for

the respondents. Motivation is an enduring desire of a learner to achieve the task. “It is the

combination of some kind of internal forces, which arises, regulates and sustains all the

important actions. It clears that motivation is an internal experience” (Vernon 1). Dornyei

firmly believes that “without sufficient motivation even individuals with the most reliable

abilities cannot accomplish long term goals” (65). Gardner identifies that “learner’s

motivation for language study is determined by his/her attitude and readiness to identify and

his/her orientation to the whole process of learning a foreign language” (132). Motivational

strategies are specific techniques used by the learners to sustain motivation in order to

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achieve the tasks/goals. Further, “motivational strategies refer to motivational influences

that consciously exerted to achieve some systematic and enduring positive effects” (Dornyei

28). “Extra benefit” is the prime goal of learning L2. As English is not a mother tongue,

learners have two questions that 1) why they have to learn and 2) have any specific purpose

to learn this language. These two questions are caught the attention of researcher.

Anticipating rewards are quite common in language learning. Actually, learners expect

some rewards or grades before and after learning a SL. The rewards may be a cause to

sustain learning. In addition, intention regarding language is maintained through

motivational strategies. Therefore, motivational strategies play prominent role to preserve

motivation. This drive/force makes the learners to acquire a SL very fluently. In L2, writing

plays a pivotal role and effective writing illuminates individual’s skills on it. Without

motivation and motivational strategies L2 learning is not possible.

Instrumental motivation secures SL learners’ anticipation and facilitates

achievement in learning. Nevertheless, anticipation about SL learning is succeeded through

motivational strategies used by the learners. Thus, a learner’s successful learning is

determined by the strategies he/she has used. The research analyses whether motivational

strategies are actually motivated in L2. The research finds out what are the motivational

strategies have been practiced by the learners. Further, it focuses the learners’ predominant

individual performance to develop autonomy in L2 writing. When the learners recollect

their own previous successful events, they surely get sufficient self-encouragement to face

present and upcoming events. Recollection of previous incident certainly accomplishes self-

attainment, anxiety, attitude and encouragement. Learner’s self-attainment becomes

healthier when a learner gets self-recognition of learning. There are some differences

between male and female respondents’ motivational strategies in acquiring the L2 but who

uses more strategies surely execute to learning.

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1.3. English Language Teaching in India

India is a vast country with different languages in different states. The regional

languages are different from each other so, it is very difficult to communicate with other

regional people without a common language. Despite the fact that Hindi as the national

language of India, it is not taught as well as learnt in some states of India. As the result, the

government’s policies and amendments are not accessible for these states. India is a

developing country. It ties up with many countries in the field of education, defence,

agriculture and so on. For all the communication, it is necessary to have an additional

language. India adopts English as its additional/foreign language to communicate with other

countries especially to bring into other countries’ notice that India’s inventions in science,

technology, medicine, and so on. English is firmly rooted in the soil of India. English

becomes a SL as well as it integrates all the states and all the men of India.

Indeed, the importance of English is inevitable in India, because people speak

different languages. A person of Tamil Nadu speaks Tamil, he does not understand Hindi,

yet, he can understand English. Since school level English is taught as a SL in Tamil Nadu.

It is the only state of India follows bilingual languages in teaching from school to college

level. Other states are following trilingual languages.

In India, English education system was introduced in 1835. Plenty of methods have

been implemented in teaching and learning process since the system was introduced.

Likewise, numbers of approaches and methods were developed to facilitate teaching and

learning process. In early days, English teachers relied mostly on texts. They used dialogue

forms, questions and words, which were advocated as “direct method” (A 7) by Ashokarao.

He has thought that the exercise of communication skills could develop the language for SL

learners. Furthermore, he emphasises that “the failure of learning and communicating in this

language are certainly minimised the opportunities of SL” (9). The essentiality of English is
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like water. It is one of the basic needs of human being to survive. It is annotated as

“...goddess Saraswati’s gift to India” (cited in Krishnaswamy 5) by C.Rajagopalachari. The

importance and inevitability of English is stated in India Today as “English, the language

which is given by Britishers, to talk to one another and to others in the world; may be, if it

failed to give them a song, it at least gave them a tongue for singing” (Puwanesh 7).

English due to its international importance is used globally. N.Krishnaswamy and

Lalitha Krishnaswamy rightly state, “...much like oil or microchip, English, today, is used

globally” (Ashokara 3). English may be a difficult one, if it is failed to understand and

speak. The importance on English language in Indian educational systems is inevitable. “By

1920 English gradually became the language of government education and it provided

medium for understanding science and technology development” (Ratna 46), and the

language acts of 1963 and 1967 reinforced the position of English in India.

The English language came to India in the 17 century with the East India Company.

It was formed to conduct trade with India and other countries in East. In the beginning, the

British people tried to learn Indian languages and had translators to communicate with

Indians. When their political power increased, they created the British Indian provinces like

Bengal, Madras, and Bombay. The English trader gave more importance to English rather

than to Indian languages. Some missionary institution taught English to Indians. And, “the

aim of teaching English in India was to help students to acquire practical command of

English” (Somatkar 1).

The East India Company took the responsibility of the education of India. The

Indian realised the importance of the English language as A.P.R. Howarr noted in the 1830s

that the Indian middle class realized that English was the language required for a secure

future in government job. So, they went to study English in private schools particularly in

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Calcutta. The state was the first big movement in the imperial history of English language

teaching.

Meanwhile some movements were started by Raja Ram Mohan Roy to replace

traditional Sanskrit and Persian teaching with English education. A committee was formed

to take decision on the issue in which Lord Macaulay was the chairman. In “Minutes on

Indian Education, 1835”, he advocates that the “people of India by blood and colour but

English in taste and opinion” (87) through English as a medium of instruction. British

government gave preference in jobs to the Indians who had the knowledge of English.

The educational system followed in India was similar to that of Britain. Indian

English was ridiculed as “Babu English” (Widdowson 72). Some students had fluency in

English and they had written books like, drama, poem, novel, letters and so forth. The study

of English helped to struggle for freedom and improved Indian languages and literatures.

Meanwhile many new colleges and universities were formed. The system of English

education found on English continues till the independence.

India got the independence and the Indian government had to decide its policy

towards English. Universities, colleges, and other educational institutions which were

rapidly increasing. People from the neglected society came forward to learn English.

Complaints about standard of English never spared esteemed universities. Hence the fact

that “Radhakrishnan commission (1948-49) to Ramamurthy commission (1990)”

(Krishnaswamy 4) were appointed by the government. But, most of the reports had been

gathered dust because of the absence of (a) any kind of language planning (b) political will

in implementation (c) lack of co-ordination among various agencies-the Central

government, State government, Universities, etc. But, the university educational

commission proclaimed that English must continue to be studied. “It is a language which is

rich in literature- humanities, scientific and technical. If under sentimental urges we should
8 
 
  
 
give up English, it would cut ourselves off from the living stream of our growing

knowledge” (Dash 92).

The Central Institute of English was established at Hyderabad in 1958. Regional

institutes were started in Bangalore and Chandigarh. English was studied mainly for

education and administration. English got the new role as the international language of

communication because of revolutionary developments in science, technology, travel,

communication and entertainment. English teaching remains unchanged nearly 150 years.

New developments are taking place worldwide in the methods of teaching and learning

English. In the past the syllabus was literature based but now it is skill based. Earlier the

evaluation systems were centred on the written skills. But, since 2006-2007 the oral test was

introduced in the secondary and higher secondary schools. People were awaked of the

importance of English. Sheorey emphasised that Indian students’ English learning as “they

are eager to learn English not just because they consider mastery of English a social

accomplishment, but also because they believe that English is the ticket to well playing,

professional jobs, to establishing one’s professional credibility, and achieving social and

economic success” (19).

As a result, various courses are developed for teaching spoken English. The use of

language laboratory and Computer Assisted Language Learning (CALL) has created new

changes in the field of teaching English. The audio cassettes and CDs are being used on a

large scale to learn the spoken language. Various software of English teaching are

developed and used by a growing number of people. There are many private institutions and

language trainers that help the learners to acquire the required proficiency in spoken and

written skills. Now a days, television channels are also working towards improving spoken

English. However, the English medium schools grow like mushrooms in rural and urban

areas with under-qualified teachers. They direct the students’ mother tongue as well as

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English cognitive power to be locked.

English is the second language in Tamil Nadu. Most of the people are using only

English language in addition to mother tongue, when first language is not in use. In fact,

there is only one language, widely used in learning situation next to the first language that is

English. Classroom and study campus are the two places to learn and utilize the L2 for rural

learners. Teaching and learning environment have important roles in language learning.

Actually language is learned for communication. Communication can be divided into two:

oral and written.

Oral communication happens in the presence of the listener. So, it does not expect

much formality in talk. Even, wordless expression can be understood by the listener.

Written communication expects more formalities and correct form or else meaning cannot

be understood by the reader. Writing is considered as a difficult skill in both learning and

teaching. Indeed, writing ought to have regular practice to develop the skill. And, the tasks

for writing should be innovative and make the learners to think and do autonomously. So,

teaching should assign with teaching activities in order to develop learners’ proficiency in

writing. It is observed that inadequate learning practice, examination oriented teaching and

learning, teacher dictated writing, lack of vocabulary, lack of exposure to English, poor

reading habits, barrier of motivation and motivational strategies, lack of self-realisation are

the factors behind many ESL learners at undergraduate level which lead to the lapse of

required proficiency in writing. Since schooling, these learners are not trained to write

autonomously. They are always assigned with teachers and the teachers dictate for the

students which ultimately attacks any of skills growth. With lack of practice in writing

students commit mistakes but, instead of correcting their errors in writing, teachers’

comments lead to demotivate the learner. Subsequently, learners do not develop proficiency

in writing. Moreover, they are unable to frame even a paragraph in English.

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1.4. Teaching of Writing

Writing is one of the most essential skills in language learning. It is the only

effective skill among other language skills such as listening, speaking, and reading. Writing

began with the “alphabetical scripts nearly 3000 years ago” (Yule 8). Before the

alphabetical scripts cave drawings, symbols, and inscriptions on stone are available to

communicate. After pictograms, ideogram, logogram, rebus writing, syllabic writing, and

alphabetical-writing, written language was formed. Written form gives an effective shape

for the language. Language is a system of communication. The system binds together

components of language which are used for effective communication. The components of

language are sound, symbol, script and alphabets. These are travelling from ancient to

modern world with some changes. Despite the fact that alphabets are guided the linguistic

meaning of language. Generally, a language is learnt for communication which means

transforming of messages through oral or written form. Writing is considered as the most

effective tool to communicate. It links thoughts and words further shapes good structure of

thinking. In fact, writing carries one’s thoughts, ideas, inventions, etc from generation to

generation. And, writing stores everything in written forms that to be unchanged forever.

In SL, writing is one of the most challenging tasks for the learners. Perhaps, it may

not be surprising in view of the fact that those who learn English as a second language. The

ability to write effectively in English is extensively required of gradual practice, desire to

write, actual motivation for learning, motivational strategies in learning, and inducement

toward L2. Writing is an individual attempt, and the process of thinking. The efforts taken

by the learners certainly lead to persistence on the task i.e. writing is rule based. In fact,

writing fulfils when the learner learns rules of writing. Brown has the same opinion

“...writing is more and individual effort than speaking, while at the same time more rule-

bound and therefore more of error-prone” (252). Nevertheless, writing is a creative process

11 
 
  
 
i.e. producing rather than receiving. Production is the outcome of what is in mind i.e.

mainly regarding ideas. Irrelevant ideas block sequence of writing in SL. Non coherence is

possible in writing. But, an effective writing requires grammatical, organisation of ideas,

and orthographic accuracy. Writing involves number of stages, some of which are given

below:

 Brainstorming

 Making notes

 Planning

 Pre Draft

 Reading

 Editing

 Final Draft

 Proof reading

It is mandatory in writing that must be having a message. The message has the

ability to communicate successfully. The message and communication integrate through

knots of organisation of ideas and sentences in correct order.

Organisation skill plays vital role in effective writing. In addition, organisation

makes the piece of writing an effective one. As human thinking is random, it is a blemish

for most of the learners/writers. Writing requires coherence and logical meaning in text i.e.

idea in linear manner. But, linear thinking is too difficult. Similarly, an unorganised piece of

writing loses its ability to communicate with the reader and the writing becomes

meaningless. Regarding production and organisation of writing, Byrne states that

“learners/writers produce a sequence of sentences arranged in a particular order and linked

together in certain way” (1). A piece of writing becomes effective when it involves

cohesion, coherence, sequence of ideas and logical meaning further the text is able to
12 
 
  
 
communicate without any confusion. Logical meaning and confusion of ideas are quite

possible in SL writing at initial stage. Sentence and paragraph writing are the basic for

every writings. Connection of sentences leads to paragraph. Similarly, sequence of

sentences proceeds coherence of ideas. A paragraph has a single idea with connection of

structured sentences. When a paragraph involves meaningful sentences, ideas and coherent

thought, the writing is fulfilled. In a language, writing places high position. The importance

of writing is emphasised by a historian, Arnold Tonybee

Man has lived the greater part of his existence on earth, which today is

estimated as having lasted between 600,000 and 1 million years as a savage.

It was only in the comparatively recent blooming of civilisation in the last

six thousand years that the various procedures of dictating and preserving

graphic annotations were invented- the art of which man made for the first

time aware of the “philosophical contemporaneity” of all human evaluation.

Thanks to writing, he realised that there was nothing new under the sun, but

that he could also descend in to the depths of “un-happy far off-things” and

exploit the treasure which countless generations had amassed, guarded and

preserved down ages of grasp at last “the splendour and miseries of man. (as

cited in Victoria Fromking and Robert Rodman 282)

In communication, writing plays a vital role in day to day life. And, it is one of the

difficult skills to master in both first and SL. Learner feels, it is a difficult task to present

their notions, as the writing does not have spontaneity. The generation of ideas are blocked

as the learners have low competency. Writing is difficult than mental task. Learners’ interest

plays vital role to create a piece of writing in L2. In other words, motivation, which

integrates desire of writing, organises ideas and meanings for the required text, and makes

the text as a coherent one. Motivation also determines learner’s attitude towards writing.

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In English Language Teaching (Methods, Tools & Techniques), Parveen and Jain state that

motivation is considered with the arousal of the interest in learning and to the

extent is basic to learning. Motivation is the central factor in the effective

management of process of learning. Some types of motivation must be

presented in learning. Motivation is an energy change within a person

characterized effective arousal and anticipatory goal reaction. (41)

A good writing in L2 is the outcome of learners’ motivation. It preserves the internal

difficulties of learning/writing such as mental distraction while thinking, fear about writing,

complexity of L2, and self- dissatisfaction. It is widely accepted by Peter Westwood, as he

has the same opinion that “writers are self-motivated and they engage willingly in writing

for its intrinsic rewards” (59). Writing is meant for proficiency in L2. The learners are

undergoing teaching process, when they dissatisfied with writing skills. Despite the fact that

poor writing increases anxiety and makes unstable desire in L2. Westwood supports as

“motivation and anxiety problem often accompany the process of writing for those who are

not proficient” (60). And, motivation integrates L2 writing.

Writing is not like speaking, which comes through imitation/ copying. Organising

ideas and copying may not be considered as writing. It is just beyond that writing is a skill

and it can be learnt. Lord Bacon expresses the significance of writing as “reading makes a

full man, conference a ready man and writing an exact man” (105). Murray defines writing

as “it is process of using language to discover meaning in experience and to communicate”

(124). Writing is the medium to communicate one’s thoughts, experiences, and feelings

effectively. Shaughnessy says that “writing is a process whereby an initial idea gets

extended and refined” (318). Furthermore, the idea travels through word, sentence, and

paragraph. And, Byrne explains writing, “the production of a sequence of sentences

arranged in a particular order and linked together in a certain way” (37). He says writing

gives shape for the thoughts of the writer. Turk and Kirkman state that writing is not too
14 
 
  
 
difficult skill that must be learnt by practice,

few people lack the equipment to learn to ride a bicycle (balance, strength,

sight) but most become skilful cyclist only after much practice. Confidence

is the main necessity, and having the courage to get on and try. The same is

true of writing. Most people have the basic equipment (tact, experience,

language) but like riding a bicycle, writing is skills that must be learnt by

doing it. (78)

Byrne supports that writing is a thinking process, “writing is neither an easy nor a

spontaneous activity. It requires, some conscious mental effort, thinking out our sentences

and consider various ways of combining them, rereading what is written as a stimulus to

further writing” (6). Writing is considered as difficult in both first and SLs. It acquires

through gradual practice. White states that “writing is challenging for EFL/ESL learners

because, it involves discovering ideas, discovering how to organise them, and discovering

what it is that one wants to put across the reader. Writing cannot be separated from thinking

when students compose” (W 78). And, Richar says, “learning to write well is a difficult and

lengthy process, once that induces anxiety and frustration in many learners” (23). It means

difficulties in writing may be created anxiety for the learners. Besides, writing is

problematic and difficult one for the L2 learners. Effectiveness is required in every piece of

writing. That is emphasised by Lorch as

effective writing is unified. It contains no sentences or paragraphs that do not

directly relate to the purpose of the writing. An effective writer does not

include ideas, which do not directly relate to the point that he is making no

matter how interesting he may find them. He keeps his purpose clearly in

mind throughout the writing, making sure that every sentence works in some

way to support the main point. (56)

In order to develop writing, undergraduate level learners should gradually practice to

15 
 
  
 
enrich their writing skills. Similarly, White and Ardent also have the same opinion about the

difficulties of writing as “there is no point in predating that writing is easy” (12).

Writing is the essential factor of communication, and it is unquestionable. Therefore,

teaching plays significant role in writing. The effective teaching reinforces learners’

effective learning of SL, particularly in writing. SL teaching should be connected with the

mind and hands of the learners. Commenting on teaching of writing Raimes says, “writing

must contain different task in order to helps the learners to express new ideas and

experience new learning. And, the learner might indentifies mistakes, and able to use new

vocabulary, new format, etc. The combination of different texts meets the future in real life

situation” (62).

Having a purpose in teaching reinforces the relationship between the teacher and

students. The benefit of both teacher and student guides to motivate the learners in SL.

Motivation is very important in language teaching which culminates the learners’ intention

of learning. Intention of teaching is mainly rests on the materials followed in the teaching

session. It is interpreted as:

Materials are generally used to provide a stimulus to writing or discussion as

a starting point for language input and analysis, and as ideas for organizing

lesson activities. In EFL contexts, moreover, materials play a particularly

important role as they may be the only contact that learners have with

English and offer the only opportunities for them to study target texts.

(Hyland 82)

The classroom is considered as the important factor of writing. Further, it has an

effective relation between students and teachers. In order to make the writing effective in

the classroom, discussions among learners are to be seriously viewed. For most of the rural

undergraduate level learners, classroom is the only place to learn the language and the only

place to use L2.

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The following diagram shows the process involved in production of writing.

Production of a Piece of Writing

SYNTAX CONTENT
sentence structure, relevance, clarity,
sentence boundaries, originality, logic, etc
stylistic choice, etc.

GRAMMAR THE WRITER’S

rules for verbs, PROCESS
agreements, getting ideas, getting
articles, started, writing drafts,
pronouns, etc Clear, fluent and revising,
effective
MECHANICS communication AUDIENCE
handwriting, of ideas. The reader/s
spelling,
punctuation, etc
PURPOSE
ORGANIZATION reason for writing,
paragraphs, topic and
support, cohesion and WORD CHOICE (Raimes 67)
unity vocabulary, idiom, tone

Figure 1

There are different holistic approaches to teach writing. It is a skill which can be

developed and it is not something that comes naturally to humans like speaking. Therefore,

it can be acquired through teaching and practice. There were number of approaches formed

in mid 1970s. They are Control -to- Free Approach, Free writing Approach, Paragraph-

Pattern Approach, Grammar- Syntax- Organisation Approach, Communicative Approach,

Process approach, and Product approach.

1.4.1. Control -to -Free Approach

Control- to -Free approach in writing is sequential. In this approach learners are

given first sentence exercises, and changing to forms. In order to void to mistakes learners

are trained to work in prescribed materials. Own ideas are allowed in composition. So, it is

emphasised accuracy rather than fluency. This approach stresses three features of the

diagram (Figure 1).

1.4.2. The Free Writing Approach

17 
 
  
 
It emphasises fluency and content at first. Grammatical accuracy and organisation

are placed second to ideas. This leads the ESL learners to write without fear about accuracy.

1.4.3. The paragraph Pattern Approach

This approach stresses on organisation. It is based on the principle that in different

cultures people construct and organise their communication with each other in different

ways. Learners are trained to make paragraphs, identify topic sentence through scrambled

sentences.

1.4.4. The Grammar- Syntax- Organisation Approach

This approach believes that writing is possible through step by step process.

Students are given training to organisation, grammar, and syntax to compose a work.

Writing must have a purpose and should be able to communicate the message.

1.4.5. The Communicative Approach

This approach is an improved version of the previous method. Learners are treated

as real time writers and they are motivated to write for real audience. The activities in this

approach include role play, group work, discussion, and raising questions. It stresses the

purpose of writing and audience for it.

1.4.6. The Process Approach

This approach emphasises the process of writing. It believes each classroom is a

laboratory i.e. learning is experimental and open- ended. This approach encourages any

approach to be practiced in teaching.

1.5. Scope of the Study

Second language learning (SLL) is based on fulfilling future successes and secures

life. In this way learners are acquiring a language. They have used strategies to maintain

actual desire of learning. Nevertheless, SL writing plays concrete role of learning as it

projects a learner’s skills in that language. In other words, it is the tool to know whether the

learner knows the language or not. Since writing retains prominent place in future, benefits
18 
 
  
 
of language learners give more importance to that alone. In fact, writing is considered more

difficult among other skills of language acquisition. Learners expect more motivation in

order to learn that language and motivation leads the learners to grab, retain and interest of

learning. Motivation does not exactly come from outside, actually, it comes from inside i.e.

“stimulating to get up in morning”. Actually, everybody has motivation at all time but the

levels of motivations are fluctuated according to the situations. How to retain a specific-

needed driving force to do an action is required by everyone because, it determines failure

and success of an individual. Accurate strategic urge improves learners’ learning

potentiality more effectively.

When a learner utilizes specific or exact motivational factors in suitable place

his/her actions get more value and acquisition of language can be improved through

methods. Thus methods can be delivered to SL environment and learners’ anticipation

toward successful events. This might be stimulated to improve some striving effort in the

sense of getting sound rewards. When the inner actions are aroused, consciousness of

learning is increased/ stimulated. But, the stimulation comes through external factors are

not long lasting. The external factors are diminishing autonomy and actual intention of

learning. In other words, it can change the behaviours of the learners. Further, it mitigates

personal strategies that to be used in learning. Motivation determines attitude, self-

attainment and striving actions to retain self-encouragement.

1.6. Background of the Study

Despite the fact that English is a compulsory subject to learn at undergraduate level,

learners keep on touch with it. It is the medium to understand other subjects and make the

graduation more effective or successful. Therefore, L2’s role in graduation is not a

separable one. SLA has some factors to extent proficiency in language. But, SL learners

have a solid reason to acquire the language that is developing skills in writing. The
19 
 
  
 
respondents have skills in writing but they are incompetent. Effective writing can capture

the attention of readers than lack of effective one. When an essay is written with coherence

of ideas and sequence of meaning that might/certainly capture sound attention. It comes

only after getting/knowing thorough knowledge about uses of effective writing and certain

striving motivations are stimulated by himself/ herself. But, the undergraduate level Tamil

medium students have lack of motivation and strategies in L2 learning.

1.7. Review of Relevant Literature

Second language is affected by some factors in language learning situation. Attitude,

anxiety, self-concept and motivation are identified as the most affecting factors of Oriya-

speaking learners. T.K.Pramanik in his research work “A Study of Some Affective

Variables Related to Learning English as a Second Language at the Post Secondary Stage in

Orissa” reveals that ESL learners’ inducement of learning may be enhanced through self-

esteem. According to him, self-esteem is the powerful tool to enhance writing proficiency in

learning. Hence, it is assumed that motivation is the important factor to determine success

and failure. The research proves that learners set goals themselves and achieve self

proficiency rather than any other purposes.

Though there are various reasons for poor writing in English, teachers’ unaware

about right techniques and insufficient prominence on writing skill are considered as the

most important powerful reasons for urban learners. Besides, monotonous and teacher

centred task are identified as another factor of low proficiency of writing. M.Swati in her

research work “Developing Writing Skills: A Learning Style Based Approach” discloses

that traditional teaching, irrelevant feedback, and task below the knowledge of learner are

mitigating motivational techniques of learning. Intention of learning is improved through

active and interesting task such as homework, feedback, assignment. Moreover, the study

proves that instruction according to learners’ style gets proficiency in writing.

20 
 
  
 
There is a concrete difference between adult and child learners in SL learning. Adult

learners wear a fancy cloth but they have the fear of being ridiculed by others. Child takes

the use of language as a play and many drives come out of it. That is concluded as both

motivation and motivational orientation play vital role to improve proficiency of learning.

According to Tarak Kumar Pramanic, Cuttack learners are accepting drive, cure, response

and reward as fundamental of learning. He believes that emotional disturbance may be

demotivating learners in learning the language well. There is a high correlation between

students’ motivational intensity and their proficiency in English, presented in this work “A

Study of the Attitude and Motivation for Learning English at the First Degree Level in the

District of Cuttack”. Language is learning to integrate with language community but

learners have lack of social motivation.

Learning is determined by teachers’ enthusiasm towards students. Second/Foreign

language learning is dependent on the various strategies used by the teacher. Learners are

easily motivated to a second/foreign language through the activities in the classroom.

Likewise, Marie.J Guilloteax, in “Motivating Language Learners: A Classroom Oriented

Investigation of Teachers’ Motivational Practices and Students’ Motivation” has another

opinion that parents are the back of motivation like teachers. Teachers are motivating where

the students gathered together during class hours. The research finds that helplessness and

self-efficacy are critical state of motivation. Helplessness may be arisen at anytime and self-

efficacy alone will not lead students to engage in tasks.

Elizabeth Root proves that motivational strategies may be practiced to integrative

orientation of the learners in foreign/second language learning. There are plenty of

limitations on diary study. Yet, she proves that learners’ motivation can be developed

through SILL. It is quick inventory for possible strategy preference as well as it is not a task

based. Moreover, she uses Dornyei’s “learning situational level” to improve foreign

21 
 
  
 
language. She postulates that classroom is the only effective place to improve proficiency of

foreign/second language learners. The study “Motivation and Learning Strategies in a

Foreign Language Setting: A Look at a Learner of Korean” considers the specific

techniques used by the learners at classroom.

Academic writing requires conscious effort and much practice in composing,

developing and analysing ideas. Students writing in a second language are also faced with

social and cognitive challenges related to second language acquisition. Johanne Myles says

that “the ability to write well is not a naturally acquired skill. It is usually learned or

culturally transmitted as set of practice in formal instructional settings or other

environment” in “Second Language Writing and Research: The Writing Process and Error

Analysis in Students’ Text”. Writing also involves composing, which implies the ability

either to tell or retell pieces of information in the form of narrative or descriptive, on to

transform information into new text, as in expository and argumentative writing.

Ahmed Zanghar discloses that there is no relation between students’ motivation and

their achievement in English as a foreign language (EFL) in “Instrumental and Integrative

Motivation among Undergraduate Libiyan Students of English as a Foreign Language”. The

study ends with integrative motivation remarkably placed prominent place in developing

EFL.

In “Motivation to Learn and Language Proficiency”, Lukumani has revealed that

instrumental orientations are more important than integrative orientations in non-

westernised female learners of L2 English in Bombay.

In The Way to Write, A.H.Lass has suggested that ideas are generated every seconds

in human brain. It governs proficiency of the writer. That is mainly based on fluency on

writing and integral orientation of L2. That is actually integrated with the language

22 
 
  
 
community. Therefore, ideas should be framed in a single topic. And, they cannot be gone

beyond the specific topic. Learner should choose the position which he is looking at the

subject.

Christopher Turk in Effective Writing: Improving Scientific, Technical and Business

Communication points out, “when a writer forgets that he is communicating and thinks that

he is just writing, a written text becomes difficult to read” (T 89). Further, he says that the

purpose of writing is transferring information and not just making marks on paper. The

writing becomes effective when the writer feels confidence and grasps the secure context.

Hence, it is considered that pumping information in the form of ideas can be jumped out of

context. That may be framed irrelevant information.

There is a correlation between writing skills and academic achievement among

higher secondary students. It is found out by Packialakshmi in “A Study into the Correlation

between Writing Skill and Academic Achievement of Higher Secondary Students in

English”. She also reveals that there is significant difference between male and female

learners. The study identifies that girls are writing better than boys. Because, girl students

spend lot of time for studying at both home and classroom. They are doing homework,

assignment, and composition work than boy students.

In “A Study of the Teaching Writing Skills in General English Course at

Undergraduate Level in Acharya Nagarjuna University”, Sujata reveals that teaching

methods, especially for writing has lack. She also accepts that writing skill is the most

difficult skills in SL learning and teaching. The study suggests that writing might be

enhanced through effective teaching methods. There is significant difference between urban

and rural undergraduate learners’ ability in L2 writing. Urban learners are able to write well

in English.

In “Developing Writing Skills in English of Undergraduate Students of North

23 
 
  
 
Gujarat”, Ghodhaniya finds out that undergraduate learners are poor in L2 writing. Poor

reading skills, poor exposure and lack of practice are the reasons behind of poor writing. In

addition, students do not have the habit of writing. They are writing L2 only for

examination purposes. Lack of awareness about L2, usages of L2 writing, lack of laboratory

and poor teacher-student relationship are the prime features of affecting motivation in

language learning.

Uma Nambiyar, in “An Experimental Study to Assess the Effectiveness of

Intervention on the Writing Skills in English” has revealed that writing is a difficult skill in

Indian Schools. Spelling error, grammatical error, and formation of letters are quite

common in students. Moreover, the experimental study has concluded with no significant

difference between government and private school students’ writing skills. And, there is no

difference between male and female, and urban and rural learners’ L2 writing.

Vanaja.M, in “Effectiveness of Cognitive and Affective Investigation Strategies in

Enhancing Writing Skill in English among B.Ed, Trainees”, suggests that the attitude

towards writing in English is concerned with five “Cognitive Intervention Strategies” such

as Chunking, Imagery, Mnemonics, Spatial Competence and Meta Cognitive Evaluation

which are inter linked with five “Affective Intervention Strategies” namely Intuition,

Interest, Attention, Motivation and Emotional intelligence.

Ruth Ruzzel, in “Study of Academic Anxiety Achievement Motivation and

Academic Achievement Motivation in Relation to Non Verbal Intelligence and Academic

Achievement among Senior Secondary School Students” reveals that academic motivation

is the expectancy of finding satisfaction in task. But tasks are determined by the teacher in

classroom. In Indian context of L2 learning, most of the classrooms are dominated by

teachers. Interest of learning is increased through the tasks used in the class. So, the teachers

might be remembered that motivation is the heart of achievement and it is sure without

24 
 
  
 
motivation achievement is impossible.

In Effective Writing, Robert Hamilton Moore has emphasised “no man does his best

work in the heat of first composing” (M 9). He points out that effective writing is a

combination of lots of components in writing. Ideas, paragraphs, vocabulary, punctuation

marks, relation between ideas, relation between sentences, relation between paragraphs,

cohesion, coherence, connectives, etc are most considered as effective components to draw

a text. Further, he gives importance on making sentences. Ideas might be expressed through

sentence. Hence, sentence is considered as the device to give a shape for the

information/message, in other words, a thread or idea.

In “The Role of Motivation in Teaching and Learning English as a Second Language

at the Secondary Level”, Afroza Sultan has identified that both secondary level learners and

teacher are in need of motivation in second language learning and teaching at Bangladesh.

She proposes that more motivated teachers can motivate their students better than others. In

other words, most of the learners are learning a SL only to secondary purposes. The primary

purpose of interest on learning is underpinned. Afroza further brings up motivation is too

low in L2 classrooms of Bangladesh.

In What Every Teacher should Know about Student Motivation, Tileston proposes

that teachers cannot motivate the students but, they can facilitate the students with some

tactics to sustain motivation. It is the fact that motivation is something that must be found

out by the students. In a nutshell, teachers are facilitators, they are guiding the students to

use the innate drive. The stimulation of drive or strategy certainly helps the students to

complete the task even it becomes difficult. He also finds that “students need to be taught

specific strategies for goal setting and for how to redirect goal when problem occur” (T 16).

In “Role of Motivation in Language Learning”, Khodashenas has identified that the

concept of motivation is understood differently by people from different contexts. He

25 
 
  
 
proposes that learners are affected through different motivations. On the other hand,

motivation is accepted through distinguish attitudes and goals. Motivation has a prominent

role in developing language skills.

Lo and Hyland have disclosed that motivation enhanced young ESL Hong Kong

learners’ SLL skills, in “Enhancing Students’ Engagement and Motivation in Writing: The

Case Of Primary Students in Hong Kong”. Young learners are more motivated than under-

achieving learners to develop L2 proficiency. The research has concentrated less on

grammar and more on accuracy in L2 writing.

In “Teachers’ Motivation, Classroom Strategy Use, Students’ Motivation and

Second Language Achievement”, Annie Wilson and Gardner suggest that teacher

motivation is related to teachers’ administration of strategies in language classroom. That

promotes students’ achievement in English.

In “Motivation and Language Learning”, Wang Bo has proved that Chinese adult

learners’ English skills are improved through both integrative and instrumental motivation.

The researcher has used three ways to enhance their motivation. They are i) The student-

centered class ii) Developing Students Cultural Empathy and iii) Encouraging and Praising

Students Timely. Wang has identified that “not only motivation but also other factors such

as aptitude, attitude, learning cognitive style, and learning strategies, also play important

roles in foreign language learning process”(W 100).

Dornyei and Csizer have remarked that how to motivate language learners has been

a neglected area in L2 motivation, in their research work entitled “Ten Commandments for

Motivating Language Learners: Results of an Empirical Study”. They have practiced “ten

motivational macrostrategies” among two hundred Hungarian English teachers. The result

ends with teachers’ awareness regarding the “importance of group dynamics in the learning

process” (D 220) should be improved. In addition, all ten the commandments are “not valid

in every cultural, ethnolinguistic and institutional settings” (D 224).

26 
 
  
 
1.8. Significance of the Study

This study leads to retain self-encouragement and supports to utilize relevant

strategies in order to reach the goal. Strategies did not only help the learners to fulfil their

needs in a right path but also control their anxiety over previous experiences. If a learner

experiences to control anxiety and self-belief, the strategies to be used in self-motivation

certainly leads to right achievement. When an individual is praised/ trained for his/her deeds

he/she should get stimulation to retain self-encouragement as well as recollect his/her past

in order to succeed in future/achieve the goals. Learners can get self motivation while

positive introspective that might lead to choose suitable strategies at any cost. Eventually,

learners are having non-negative perception of present and manipulated positive previous

experiences and get information to handle the present atmosphere and face the future.

Fluctuation of present and past accomplish positive attitude towards future.

1.9. The Samples

The samples were student of undergraduates. They were pursuing first year, second

year and final year of various branches of arts and science in a rural background institution

in Tamil Nadu. Students were admitted according to the entrance examination and higher

secondary marks.

1.10. Research Tools

Questionnaire, classroom observation, formal and informal interviews, pre-writing,

pre test and post test were the tools used to identify the undergraduate level learners’

effective writing in English and the impact of motivational strategies in second language

learning.

1.11. Data Analysis

27 
 
  
 
Qualitative analysis of questionnaire, classroom observation, interviews, pre-writing

and quantitative analysis of pre test and post test of the selected respondents’ data were

certainly facilitated motivational and writing problems of the second language rural learners

and their requirements in English writing.

1.12. Organisation of chapters

The thesis is divided into six chapters. The first chapter presents introduction,

history of English language teaching in India, the problems of ESL learners in writing skills

and motivational strategies, their need to learn and develop writing at undergraduate level

are discussed, and significance of motivational strategies to develop proficiency in L2. Than

the status of English language teaching, the importance of writing skills for rural

undergraduate level learners, and the purpose of teaching writing skills and the purpose of

implementing motivational strategies in teaching are detailed. Finally, relevance and scope

of the study, sample, research tools, and data analysis are described.

The second chapter presents the discussion drawn in the fields on SL writing

pedagogy and motivation theories. Approaches to teaching and writing are discussed and

current theories of motivation to language learning are elucidated. The discussion bridges

the absence of motivational strategies in SL learning with the term instrumental motivation.

The third chapter presents an overview of the research questions, and aim of the

study in detail. It also brings up the study samples, area of research, research tools,

procedure followed in teaching writing, and methodology adopted for the study. Initial

finding of the study is also presented in the chapter. The problems faced by research to

frame the course and task for the learners, and nature of questionnaire and discussion of

teaching and writing are elucidated.

Chapter four is the first part of data analysis and interpretation. Qualitatively collect-

28 
 
  
 
-ed pre test and post test data are interpreted and analysed in the second part of the chapter.

Chapter five is the second part of data analysis and interpretation. This chapter deals

with the interpretation and analysis of pre test and post test quantitatively collected data.

Chapter six is the final chapter, which gives the concluding remarks and the major

findings of the study. It presents the implications of the study and recommendation for the

language teachers and educational institutions. It also gives suggestions for further research.

The study concludes with a bibliography and appendix.

1.13. Conclusion

In this chapter, the background of the study, significance of the study and scope of

the study are presented. English language teaching and status of English language teaching

in rural Tamil Nadu are discussed. Significance of motivation and motivational strategies in

language learning are also presented, besides, importance of developing writing in second

language is described. The chapter also includes the difficulties of ESL learners’ learning

L2 at undergraduate level is discussed.

  

29 
 
  
 
Chapter II

Motivation and Learning

2.1. Introduction

This chapter explores the fundamental concepts of motivation and their impact on

effective writing. Approaches to teaching and writing are discussed. Current theories of

motivation to language learning are elucidated. The discussion bridges the absence of

motivational strategies in second language learning with the term “instrumental

motivation”. Further, it analyses the writing skills of the second language learners.

2.2. Language Learning

Learning is a natural process. It is nothing but knowing or understanding something.

According to Vernon, “learning is happening since the baby in womb, as they are moving or

reacting according to the movement of the mother” (97). It is the fact that learning is begun

from mother, father, family members and society. But, language learning is that knowing

and understanding a language thoroughly. “Learning is not just knowing about the facts”

(Sheilds 78), it is relatively permanent change in behaviour. That is understanding the

message in the target language. In the field of language learning, vast difference is found

out regarding first and second language. Since, Krashen to the present scenario, researchers

have disclosed that there are significant differences in first and target languages. Second

language (SL) is the transformed form of first language. According to Sheorey, SLL

(Second Language Learning) is “learning to translate from one’s native language” (27). It

takes adequate effort from the learners to improve competency. Dornyei supports that target

language acquisition as “a system of rules, or a grammar: it involves an alteration in self-

image, the adaptation of new social and cultural behaviour” (68). Logan and Ferraro have

emphasised as learning is a “hypothetical process, resulting from process and resulted in

relatively permanent change in performance” (10).

30 
 
  
 
Learning is a system, which integrates form, structure, grammar of a language. It is

assumed that “mastering the elements or building block of the language and learning the

rules by which these elements are combined, from phoneme to morpheme to word to phrase

to sentence” (Richar and Rodger 55). Learning has been defined as progressive

improvement of the learner. This shows that actual learning is happening through gathering

information from books and teachers to master the language. Learning is self-access/

independent/ autonomous. [“Self-access” (design and organisation of sources) and

“independent” (freedom from reliance on others) are old terms in language learning and

teaching, which were used since 1980s to 1990s, nowadays “autonomous” is used in place

of that (Benson)]. As learning is autonomous, Krishnasamy and Donna Walker state that

“language learning is cognitive, mentalistic process with learners are ultimately responsible

for the own learning” (K 93), and “all learning begins not in cognitive system, but in the

self- system” (D 2). In a nutshell, learners are making own decisions that what to do without

being influenced by teachers. It maximises desire of learning and bridges to effective

learning. Bhatia says that effective learning is possible, when the learners’ psychological

needs have been met” (272).

Second Language Learning (SLL) entails keen participation of the learner because

learning is difficult without the collaboration, conscious interest and striving effort of a

learner. In “Some Factors Affecting English Language at Tertiary Level”, Narayanan proves

that “attitude and anxiety are affecting factors of learning” (112). Anxiety comes due to

fear, learned-helplessness and lack of exposure in guidance. Attitude plays pivotal role

because, it changes learners’ behaviour towards learning atmosphere. Learning entails more

strategies and experiences to have endurance of that language. Female students are more

motivated than male to acquire SL as they have adopted “integrative motivation”. It

integrates learner toward language community. Male students expect some rewards after

31 
 
  
 
learning the language therefore their anxiety and attitude have difficulty to adopt learning.

Both learning and motivation are independent. Learning undergoes “relatively

permanent change in attitude but motivation rapidly changes” (Logan and Douglas 34).

Learners’ motivation toward learning places high in position. Learners are ready to face

anything own naturally but, in language learning they are expecting initial motivation from

the teachers. Learning determines certain times but motivation does not expect time. In The

Concept of Learning and Motivation, according to Logan and Douglas, “motivation is non

association, non situational and it can emerge at any time, yet learning entails striving effort

from motivational effect” (39).

Due to unsuitable environment, learning is skipping away from learning atmosphere.

Obstacles in learning atmosphere are controlled through concrete motivation. Learners

subsume factors of learning toward striving situation that fails to provide good result. At

this juncture, one’s urge of doing an action holds strong to finish an activity. In this state,

external experiences or forces or previous experiences do not hold strength on the same

work.

2.3. Writing Skills in Second Language

“Writing” is the most challenging art whether it is in first or second language. It is

also an effective tool of discovering one’s thinking and feeling. It reinforces grammar and

proficiency in language. In “Improving ESL Learners’ Writing Skills”, Bello Tom identifies

that writing enhances “language acquisition through words, sentences, vocabulary and

organisation of ideas, as it makes the learner to practice it on essay” (9). According to Bello,

free writing and process writing are the two general approaches to enhance writing.

“Free writing” is an individual act that does not give rooms to discussion, dialogues,

role play and note making. Process writing includes pre- writing, which is an activity. It

32 
 
  
 
integrates peers in order to generate ideas for a particular topic. First draft is framed without

concentrating on spelling and grammar, and comments are considered for further

development. After that, editing is designed to check spelling and grammar in order to make

an effective writing.

Writing is a continuous process of how to find the most efficient language for

communicating one’s thoughts and feelings. It is required in all fields- arts, science,

medicine, technology and so on. The necessity of writing is too wide in academic career.

Students are required to undertake a written test (to show their depth of knowledge that is

acquired in a specific subject) to score good grade and possess job profiles. Writing is

happening in both first language and second language. First language writing is not as

difficult as SL because native language comes better in both speaking and writing. In SLW

(Second Language Writing), learners are not feeling comfortable because of low sentence

construction, inappropriate words, non-sequencing words as well as non-coherence of ideas.

The trouble in writing is quite common at the beginning stage. In order to come out

from this struggle, the writers/learners are framing a solid plan. In The Way to Write,

Fletcher and Lass suggest that “write a plan, put down on paper, the main in-between stops,

and the end” (3). A plan is like a schedule or timetable which shows that what should be

done next. It does not require everything to be written in paper. A particular plan always

directs to right path and reminds to think about what should be done in the succeeding steps.

In fact, “if you do not know grammar, you will have much trouble with your writing but, if

you don’t know how to plan, you simply can’t write” (Fletcher and Lass 15). A plan is a list

of ideas that the writer is going to use/follow.

Ideas are the key for writing a concept. Though notions are generated spontaneously,

they are not framed in linear manner. Although ideas are important, planning plays

prominent role to possess the same. In a nutshell, ideas may be scattered. Therefore, there
33 
 
  
 
are three steps required to sustain ideas: a) getting ideas- which naturally come from

thinking related with specific field, (b) sorting them out- make the list of ideas related with

the same field, (c) putting them in order- it makes the order of ideas to ensure relevant field.

After getting ideas, writer might be confirmed about the notions. Suppose, his/her point of

view is extended irrelevantly, it is not possible to narrow down the theme. Being sure about

the idea and fixing it for the theme really ensures effective writing. “After you have picked

the point of view and the best order look at your list of groups of ideas and see how they fit

into that order” ( Fletcher and Lass 37).

Writing can be effective only through the combination/collaboration of relevant

ideas placed correctly. Description and interpretation are shown coherence and cohesion

among sentences. It is considered that sequence of ideas give a good structure for the text.

In other words, meaningless sentences, inappropriate vocabulary, low cohesion and

coherence, and jumbled ideas minimised both the form and structure of writing/ text. In a

nutshell, building the ideas with natural order, giving reasons, topic sentences with

comparison, and contrast are always directed to good work.

It is the duty of the writer to make the reader understand what he/she has written,

despite the fact that a good/understandable writing is always reached the readers. In fact, a

writing/ text is considered as good/ taken to be read, when it’s ideas are appropriately

integrated. In other words, a text shows structure, when it is written according to the plan.

What the writer thinks to integrate the ideas and determines the necessary components for

the topic is the actual counterpart of plan.

Connectives have a concrete role in writing. Connecting ideas through connectives,

relationship in meaning, and paragraphing, totally lead to tie together all the ideas correctly

that certainly produces effective writing. Rote memorisation and mimicking are frequently

followed in language learning especially, in SLW in Indian educational system. According

34 
 
  
 
to Sheorey, “Indian students are likely to spend much of their time on memorising words

and their meaning and spelling and grammar rules” (39) . And, Kannan has identifies that

“learners are encouraged and forced to rote memorize” (14), in “Developing Writing Skills

in Rural Secondary-Level Learners: A Study”. Imitation is adopted from/ secondary level. It

is the key blocks of independent learning of the SL learners. Even though, the topic is

relevant in the field of study, they are unable to put their ideas in words. Yet, “learners have

enough confidence in written communication than spoken” (Kannan 34). Anxiety and fear

are the two factors that affect the process of writing. Despite the fact that learners have

primary blocks in learning, they are lurched on the basis of vocabulary, sentence

construction, organisation of ideas, coherence and cohesion.

Written form of language displays a learner’s ability, accuracy, and clear thought in

that language. Motivation plays a significant role of urge to write /learn the specific

language without any hesitation. In Writing in a Foreign Language: Motivation and the

Process Approach, Hewins proves that there are two ways to enhance SL learners’ writing

skills. They are “writing must be treated as a process and brainstorming ideas” (58).

1.Writing must be treated as a process. It creates a supporting atmosphere in the

classroom that motivates the students to write. There are three steps to be followed by the

teachers to enhance students’ writing skills. a) Pre-writing, b) First draft, and c) Final draft.

Pre-writing is considered as the most prominent one and also as the integration of

information. It is a model of what the writer plans to write. First draft is the frame work of

necessary components of writing. It includes ideas, connectives, coherence and cohesion of

text. Despite the fact that first draft is the pre model of final draft, it justifies hypothesis of

the text. Final draft is the complete work of the learners. After completing a final draft,

learners’ written copy is circulated among other students. They have to evaluate and make

some suggestions to enhance the quality of the contextual presentation. Learners come over

35 
 
  
 
the sub factors that are transforming vocabulary, brainstorming ideas and supplying specific

vocabulary. In addition, brainstorming vocabulary is regarded mostly for the level 1

(beginners) learners. The researcher has followed vocabulary, brainstorming ideas and

suitable vocabulary. It is gained through the gradual process of learning.

2. Brainstorming ideas: The learners are given full liberty to present their ideas for

writing after watching some movie clips as well as consider themselves as the prominent

characters in that movie clips. It helps them to identify suitable vocabulary in writing. Thus,

their first draft is completed, it is circulated among colleagues to evaluate besides the

evaluators are asked to write valuable comments and suggestions as well as feedbacks about

the writer’s performance. They get sufficient knowledge about their own accuracy in SL.

Their hurdles on SL are rectified by themselves.

Writing requires a lot of efforts from learners to achieve proficiency. It occupies the

last position among the four skills of learning. It presupposes the other three skills before

somebody puts pen on writing. It anticipates complete effort of a learner as well as

preserves motivation. Gradual motivational practice through regular exercise fairly

enhances writing skill, which also possesses essential tools of communication. Writing

skills are firmly believed as striving development of orthographic to get essential effects on

written statement. Selecting words, organising ideas, and purpose of writing constitute good

writing.

L2 writing must be organised in a good manner of learning process. Despite

L2 is not like mother tongue that is not in use of often, there are chances to

forget usages, words, connecting words and vocabulary. Hence, learners

must keep on concentration on this. So, writing requires enough experience

and does not happen magically. (Chaudhary138)

36 
 
  
 
2.4. Effective Essay Writing in Second Language

Effective writing is affected by the problems of making clear and smooth transition

between ideas and paragraphs. Coherence, sequence of ideas and coherence in paragraph

determine effectiveness of writing. It is considered that a text or paragraph is impossible to

understand, if it lacks coherence between sequence of ideas and paragraphs. Besides, having

lack of coherence within paragraphs certainly displays meaningless occasion, transition and

relation between paragraphs. Logical ideas, connecting words as well as sentences, sentence

pattern, paragraph pattern, repetition of key words, repetition of key terms and sentence

pattern are the inevitable elements to draw an effective writing. Interrelations between

sentences are considered more prominent one. It strengthens the relationship between

different ideas in various paragraphs. Sentences are actually connected with a “single word,

a transitional phrase and a group of words working together as a unit to join sentence to

show their interrelation” (Moore 119).

Writing is learnt through gradual activities, exercises and practices. Some skills are

inborn such as speaking and listening, but writing, “... like most skills it is not inborn” (Turk

1). Therefore, writing requires keen observation and concrete courage to invoke any action

to initiate practice. It encourages and maximises learners’ attitude towards writing. In

Effective Writing: Improving Scientific and Business Communication, according to Turk and

Kirkman point out, “confidence is the main necessity and having the courage to get on and

try it” (1).

The tasks are one of the activities given to the learners in language learning process.

Actually, the tasks/ activities /exercises are determining learner’s attitude towards learning.

Therefore, the tasks to be used/ practiced in writing skills should enhance the learner’s

intention. Desire of learning gradually grows and makes the learner accept upcoming

exercises and practices. It makes the learners to have regular practice and eradicate de-
37 
 
  
 
motive element in learning. If learners’ interest is maximised, they do not depend on others.

“Writing is a skill that must be learnt by it” (Turk 2). It is the fact that when the learner

knows writing is not just for communication alone, their writing integrates coherence and

sequence in written work.

The purpose of writing is “to transfer information and not just to make marks on

paper” (Turk 45). A good writing includes an effective draft. The draft is a demo of what to

be written. The document is little more than an extended memo further drafting makes the

task easier for the writer. But the decision of choosing words, phrases and sentence or

paragraph patterns are certainly selected/ formed by the writer in order to make his writing

comprehensive. The writer understands that there is no one set of writing procedure suits

everyone. The written communication expects high position in language proficiency. It

expects motivation and attitude to acquire the written language more prominently. In

“Relationship between L1 Learners Motivation/Attitude and Success in Second Language

Writing”, Hashemian identifies that “attitude and motivation are interdependent on each

other” (230).

Motivation promotes one’s attitude towards some actions. The factors affecting

L2learning are 1.Time to write (fixed time to complete the task/activity), 2.Duration of

work (according to the number of words or age of the students, duration of work is fixed,

minimum 45 minutes), 3.Writing with a purpose and for an audience (students should be

known that before writing, for whom they are going to write), 4.Sharing writing (students

should collaborate with the peer to evaluation process), 5.Choosing writing topics (the topic

should be chosen by the students or topic should be given according to the ability of the

students). Aspects of the writing are not determined by the potentiality of a writer, whose

SLW is just in a beginning stage. When writing becomes a barrier of learning, learners’

interest on writing is affected. In contrast, writing as a process includes happiness, personal

38 
 
  
 
desire to choose topics, themes, etc. It delivers fruitful achievements. Hashemian annotates

few lines from Fletcher Portalpin that

teachers may be determined what to teach, only the students can decide what

will be learned. This is true for learners of any language. We learn best when

we have a reason that propels us to learn, motivation is coming through

intrinsically stays long. Learner integrates emotions with integrated notes

may collaborate more motivation. (234)

Effective writing contains good paragraphs and topic sentences. The topic sentence

leads to what the essay is, as well as it makes the reader to get sound attention. It also

contains specific idea or opinion and appears at the beginning of the paragraphs. It implies

the purpose of the paragraphs to explain, narrate, compare, argue, and other steps in writing.

Effective writing is having unity of paragraphs. It happens when all the sentences support a

single idea. Paragraphs have one controlling idea that belongs to topic sentence, and support

the succeeding paragraphs. Irrelevant ideas, unsporting sentences and non-coherence of

paragraph direct to meaningless writing. Irrelevant ideas cannot furnish a good writing

work. A good writing work has coherence in paragraphs that means “ideas have a logical

flow; the relationship between the sentences is clear and one idea connects to the next. One

way to achieve coherence in a paragraph is to use a pattern of organisation such as time

order, spatial order, or order of importance” (Savage and Mayer13).

A good theme is important in every sort of writing, which plays prominent role to

take over the work to every nook and corner. A “theme is a practical exercise in writing, in

the techniques of saying something in a way that will convey it to the reader you want to

say” (Moore 4) and, to produce a good theme, the writer is required to plan what he/she

does say and write. They have to revise the theme before fixing it. Non-assigned or

incomplete in other words, having lack of resources for the theme leads to inevitable
39 
 
  
 
comments. Therefore, preferring and selecting a theme for a writing work are to be handled

carefully. It is emphasised as “you have not decided what you want to say, you know what

you want to write about, but not what you want to say about the topic” (Moore 7). Since the

theme is dependent on ideas as soon as the writer gets main idea he/she has to write it down

as a sentence summarizing the central point which he/she wants to develop later.

2.5. Role of Motivation in Learning Writing Skills

Motivation is an internal action which acts according to the urge of one’s attitude. It

acts more powerfully when the desire goes in high range of deducing intention/action. It is

considered that the “force” or “drive” may not be ended when the trivial or habitual actions

are completed. The paucity and bewildering tasks are sustaining all the actions.

Behaviour of the learner is supported/ generated by emergency reaction or motivated

behaviour. Motivation causes to do even inert actions. Such actions are emerged in

emotional states. Anxiety is generated through unpleasant or unfulfilled actions faced by the

learners. Emotion and anxiety are emerged in high state, and some voluntary actions are

happening without conscious state. Preservation of attitude is considered as more prominent

in emergency reaction because conservation of one’s approach leads to more motivated

actions.

Emotions sometime do not take much effort on inconvenient situation. It might be

changed even to monitor some specific actions. It acts as an endless impel to obstruct

necessary action which urges from the aware of human. It mainly affects feeling of man that

governs anxiety. In this sense, the desire of pleasure changes into displeasure. Emotion

constitutes both pleasure and anxiety of a learner. Perhaps, certain activities are stimulated

by the already deceived attitudes. It constitutes to reduce motivation on an action as well as

goal achievement. Learners’ urge constitutes achievement motivation, which generates

40 
 
  
 
opportunities to reach feasible goals. Motivation is increased when the learners’ anxiety

comes beyond the state of desire. Motivational actions are increased when the individual

has a close relation with social effect such as respect and recognition.

Interest prolongs cause of action towards motivation that is extended for goal related

activities. Generally, activities are initiated by the desire of action. Motivation goes higher

when the interest emits the goal. Additionally, low interest of an action or endurance of

activity takes away from holding concrete motivation. It is related with two kinds of

interests named by the researchers. They are convergent and divergent. Convergent brings

up scientific motivation such as experiment and practicality. Divergent elucidates that arts-

history and records related activities. There are chances to decrease individual’s desire to do

activity but, one’s endurance on prolonged activities retain concrete desire on having

unshakeable motivation.

A goal is reached, when the learners work hard. In a nutshell, the integrated natural

tendency of a learner is finished, when he/she attains the goal. The stimulated natural

tendency of the learner takes to self-motivation. The learners’ level of motivation is also

indirectly related with his/her motivation as level of aspiration varies from one occasion to

another that is from success to failure. When the learner is facing some unexpected failure

his/her level of aspiration goes down. It is also considered that an expected success goes

down learners’ level of aspiration. The aspiration levels are sometimes framed by their

previous success. If the learner faces unexpected success, the level of motivation will be

increased. The unexpected success may not be a chronic cause to sustain motivation. It

generates number of questions in their mind and accomplishes reasons to analyse the level

of aspiration to retain the motivation.

Motivation for achieving anything mainly rests on one’s aspiration toward a close

achievement that is keen observation and endurance of striving to deliberate a goal. The
41 
 
  
 
achievement motivation increases /stimulates inner consciousness and correlates attempts

and reachable goals. When the learner’s aspiration goes high, motivational strategy

stimulates long lasting desire to control a specific goal. The learner likes to forget past

failures and attains to bring some successful attempts/events in their life. The learners’

intention of success and anticipation are governed to increase the former achievement

motivation. In other words, failure leads to have higher achievement motivation than

successful one.

Writing is an impetus act that is happening actually through the driven force of one’s

own interest. It is not like learning cycling or any other activity but, it is a natural process

and not a product. Motivation is an external force to assign to do any work for. Yet, it has

actual value of the learner’s own desire. It comes through the actual desire of a man. The

perspectives of automation of skills are determined by the personal interest. Learners’

differentiation is seen everywhere and every action. Every learner has his/her own way of

doing in every action. Motivation’s role play is varying from person to person. In Attitude

and Motivation in Second Language Learning, Gardner has defined motivation “the desire

to do any work, effort to take in actions, and attitude towards learning” (54) in a SL.

Gardner’s motivation in SL is interpreted in the diagram (Figure 2).

Attitude towards
learning French
Goal Goal

‘Learning French is
Desire Motivation intensity important to me
because...’

Figure 2

Schematic representation of the concept of motivation as it relates to second language

acquisition (Gardner 54).

42 
 
  
 
The features of the motivation are varied from one another. It is gradually coming

through intrinsic and extrinsic ways of motivation. Duvana identifies the importance of

intrinsic motivation in “How to Motivate Students in Second Language Learning”. She

proves that SLW skills are enhanced only through the power of intrinsic motivation. It

explores learners’ desire to have/ learn a language without expecting future benefits.

Learners’ longing to learn a language is not purposefully learnt easily. She identifies that SL

learners’ learning abilities are not improved through the external deeds such as rewards,

punishments, and future benefits.

SLA (Second Language Acquisition) is developed through any sort of motivation as

revealed by Abdur Rehman in “The Role of Motivation in Learning English Language for

Pakistani Learners”. The study proves that Pakistani learners are learning English through

Instrumental motivation. Though the research is analysed through both instrumental and

integrative motivations, the result ends with former one. Motivation is regarded as an

influential element in the success of any activity.

Teachers do not give up the clutches of motivation. The relationship between

motivation and learning is not far away. In “Motivation in Second Language Learning”,

Eugune A.Nida elucidates that “teachers who have little faith on motivation are not able to

catch the attention of students” (18). In addition, teachers do not get sufficient opportunities

to enhance learner’s capabilities of learning. But, teachers who have low motivation ability

do not gather the attention of pupils. Unless the tutor motivates the learners, his/her efforts

of teaching are not be fulfilled. On the whole, both teaching and learning are dependent on

motivation.

The role of teachers in language learning process is very high. Teachers’

demotivation may be one of the affecting factors in the paradigm shift on teaching and

learning. Teachers’ “lack of knowledge about teaching profession, lack of knowledge on

43 
 
  
 
teaching methodology, dealing with students and the difficulties with the stress control” (A

10) are identified as the cause of demotivation. It reveals that teachers’ personal

demotivation cannot be the cause of affecting motivation of students. But, his/her efforts

towards improving profession is not taken, opportunities are certainly generated to the

portfolio of motivation. In a general sense, it is framed that “demotivation constitutes a

barrier of continuing, improving, interesting and enjoyable teaching and learning” (A 8). In

“Factors Causing Demotivation in EFL Teaching Process: A Case Study”, Aydin finds that

demotivation is emerging through strategies to motivate teachers or student-teacher

motivation rather than design of the study (curriculum), especially in study materials. In the

field of second/foreign language learning motivation, demotivation is relatively a new one.

Demotivating factors are “essential factors which negatively influence the learner’s attitudes

and behaviors and hence lead to undesired learning outcomes” (Ghadirzadeh and Shokri

185). And, Dörnyei mentions that “demotivation does not mean that a learner has lost his

motivation completely” (D 56). This means that a strong negative factor limits the present

motivation while other positive motives still stay ready to be activated. For instance, a

learner may still be highly motivated to learn English, as an international language, even if

his/her teachers are unskilled or malevolent.

Approaches to demotivation were initiated since 1990s. In this field, Dornyei and his

colleagues’ contribution are high. Like motivation, demotivation’s role in the field of

language learning research has a vast area. According to the researchers, demotivation is

actually the negative counterparts of motivation. In SLA, inadequate knowledge and

understanding leads to rise up the quest towards attitudes and anxiety. Attitude towards

language learning is considered that learners’ immediate action associated with learning

context. Anxiety is associated with behavioral changes towards learning environment. There

are significant positive relation between learners’ demotivation and anxiety. And, there are

44 
 
  
 
significant difference between male and female demotivation and their attitude towards

SLA. This is proved by Rastegar, Akbarzadeh and Heidari in “The Darker Side of

Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian

Learners”. Moiinvaziri and Razmjoo have the same opinion regarding demotivation in

language learning. But, their research “Demotivating Factors Affecting Undergraduate

Learners of Non-English Majors Studying General English: A Case of Iranian EFL

Context” has proved that i) lack of self-esteem and intrinsic motivation, ii) teachers’

methods and personality, iii) lack of extrinsic motivation, iv) setbacks in educational

system, v) lack of given importance in society, and vi) unsuitable class environment are the

affecting factors of demotivation.

Individual’s actions are incited and directed toward any prominent activities that

may be inclined to resume relevant changes. Motivation is governed through stimulated

action. In An Introduction to Motivation, Atkinson and Birch state motivation that “why an

individual suddenly pause a work which he/she has been doing for a long time and turned

attention to somewhere else” (67). A new incited desire is stronger than the previous one.

Therefore, motivation is a “driving force or just a starting tool” (Atkinson 78) as Jones

asserted in 1850s. Despite the fact that each learner gets different stimulations to pause

work and their way of thinking also seems changed. Learners’ differences in motivation are

certainly considered for more researches. It is very difficult to explain actually what initiate

one’s inclination and what prolongs one’s attitude to till the end.

Motivation plays more prominent role in learning. Research based on this has been

initiated everywhere. But, the answer about motivation is yet to be discussed and not

confirmed. The term “motivation” mainly depends on “drive” of a learner. Previous

researches are concentrated on introspective, which looks into inner conscious of

learning/learner i.e. learning is undertaken for the sake of learning alone in a nutshell,

45 
 
  
 
expecting benefits are not a prime goal of the learners. Retrospective learners are based on

“income” of learning i.e. they are anticipating rewards at any cost. Experiential learning is

based on conscious desire and emotion.

Motivation is an inevitable natural action happening in every human. It is impossible

to define and frame a norm for what it is. It happens everywhere and each minute either

knowingly or unknowingly. But, it covers all the actions done by human. In SLL,

motivation’s role is prominent as SL seeks malleable behaviour from the learners in order to

accept both SL community and culture. SLM (Second Language Motivation) incorporates

motivational behaviour and goal settings are proposed by Gardner and Tremblay. The

following diagram (figure 3) explains their proposed extended model,

language attitude motivational behaviour achievement sequence.

Goal salience
Language attitudes
Goal specificity
Attitudes towards
Goal frequency
L2 speakers
Integrative
Motivational
orientation Valence A
behaviour
Interest in foreign Desire to learn L2 C
Attention
languages Attitude towards H
Motivational
Attitude towards the learning L2 I
intensity
L2 course E
Persistence
Instrumental Self-efficacy V
orientation Performance E
expectancy M
L2 use anxiety E
L2 class anxiety N
T
French Adaptive attribution
language
dominance

Motivation
Figure 3
Tremblay and Gardner’s model of motivation (Dornyei 54).

2.6. Motivation for Learning Essay Writing

46 
 
  
 
Damavand’s research has revealed that motivation is essential for language learning

especially in proficiency of SLW. The research is mainly focused on two types of

motivations with different groups of learners. The two groups’ proficiency levels have been

tested through two motivations, one group of learners are trained with “instrumental” and

another one is trained with “integrative”. Eventually, the result ends with the conclusion that

there is no significant difference between both groups’ writing proficiency.

In “A Solution to the Dilemma of Writing in Foreign Language”, Khoii Roya

identifies that “one size does not fit all” (495) to the solution for dilemma for foreign

language writers’ problem. The research brings out the difficulties as well as some solutions

for the SL writer’s problems. Khoii denotes that good writers become better writers. And,

less self-confident learners become more frustrated. Further, less competitors become

fragile and undone. He elucidates that teacher’s confidence about learners’ capability of

learning certainly makes them to actively participate in classroom.

Both Gardner and Lambert’s “instrumental and integrative” motivations are used to

measure students’ involvement of learning ESL context. Female students are always ready

to communicate and accept a new culture. They are highly involved to acquire and use the

language fluently. And, they are ready to accept any kind of external force to do/ learn a

language. According to them, additional language is not only for learning but also for life.

Female students are learning the SL or adopt the language and culture easily than male. In

“Attitude and Motivation in Learning English as a Second Language in High School

Students”, Ghazvini finds that “male students who are in contract with female are more

instrumental than integrative motivation” (1212). “Instrumental motivation” is learning a SL

in order to acquire rewards, job and social status.

Motivation and motivational strategies are possible in language learning, especially

in ESL learning. In Essential Motivation in the Classroom, Gilbert Ian finds that
47 
 
  
 
“motivation is actually generated from teacher who is the manager of the classroom” (89).

So, teachers should be motivated first in order to provide and maintain learner’s motivation.

Classroom is the only place to generate and enhance motivation of SL learners. In a

nutshell, their learning is adequately dependent on motivation alone. Learning has three

divisions such as Unconscious Incompetence (UI), Conscious Competence (CC) and

Unconscious Competence (UC).

The first one, UI means, learners have faith on actually what they completely know.

And, CC means accomplishing the necessary steps to be taken for further learning and

enhancing proficiency on learning. UC employs some intrinsic actions which are taken by

the learners without any external stimulation for learning, indicate real motives of learning.

Motivation strengthens SL proficiency and competence. When learning is understood,

motivation and strategies of motivation are enhanced. Teachers’ practice on motivation in

classroom actually improves specific strategies toward motivation.

The teachers’ use of motivational strategies is generally believed to enhance

students’ skills. In classroom oriented motivation, both teacher and student have proved that

there is progress in the usages of SL motivational strategies. Motivation Oriented Language

Teaching (MOLT) instrument developed for the study is used to assess pre and post

development. Eventually, the result indicates that the language teachers’ motivational

practice is directly linked to increase the levels of the learner’s motivated behaviour. And,

this motivation states that “teachers are far more interested in motivating the students in

classrooms than structure of their students’ motivation” (Gilbert 58). Qualitative and

quantitative data indicate that motivational practices coexist with different levels of

motivation. Finally, it delivers a note on usages of the strategies that rest on learner’s desire,

on the other hands, motivational strategies vary from both learners and teachers.

Motivation is indisputable in learning. SLL is not easy as first language. In fact,

48 
 
  
 
SLL expects a lot of self-motivations at the beginning level and it is also necessary till the

learner gets proficiency in writing. Learners’ proficiency is determined by achievement.

Their success and achievement depend on this motivation. Motive plays prominent roles in

motivation, which motivates to learn. Motives are generated in learning environment.

Motivation enhances and sustains learner’s induce toward learning. Teachers are considered

this as a stimulating incentive or interest in the classrooms.

Enhancing learners’ enthusiasm towards learning occupies much place in teaching.

It is technically handled by the teachers in order to sustain learners’ keenness or actual

interest of learning. Indeed, there are some factors that affect interest such as irrelevant

materials, rewards and classroom atmosphere. Stimulating and sustaining interest on

learning are possessing prominent role which is remarkably used by the teachers to sustain

learner motivation. Learners are in need of security, self- actualisation, aspirations, and

actual interest to maintain motivation. Additionally, competition and cooperation are

playing vital roles on SLM.

Motivation is actually the answer for the question what makes one to do a job and

what makes behaviour. There are numerous relations between motivation and behaviour.

Generally motivation is a cause of behaviour. It constitutes attitude that takes toward

learning. In Enhancing Adult Motivation to Learn, Wlodkowski defines “motivation” is

“why people think and behave as they do” (45). Correspondingly, for every action people

need an extra force to stimulate that may be in any shape or frame to till get actual

initialization to continue a work and achieve the preferred task completely.

Interest of learning a subject is enhanced through grades. The grades are actually

inevitably wanted when the learners know that their course has actual value of learning.

Motivation is maximised, when the grades are increased. It is not only important for

increasing interest of leaning but also it acts as reason/stimuli of learning. It is too difficult

49 
 
  
 
to maintain motivation. But, what constitutes one’s learning actually plays pivotal role in

the process of learning. That is a holistic manipulation of intrinsic motivation. Therefore,

motivated learners are achieving higher than unmotivated one.

It is the fact that adult learners cannot be easily motivated. Their potentialities of

learning and akin of instructions are mitigated, when the instructor’s care, lecture and

subject are diminishing interest. Therefore, what is easy for one learner may not be for

others. Adult learners’ frustration is higher in state when the instructor does not consider

their capability of learning.

Learners are strived for effective interaction at learning situation. When they are not

allowed to do, their motivational level naturally decreases. They are required to get

continuous encouragement in order to acquire gradual progress of learning. In this state of

learning, they feel confident about what they have adopted and that is certainly apt of

learning. Motivation plays essential role in effective learning in order to use motivational

strategies aptly.

2.7. Motivational Strategies for Teaching Essay Writing

Reid’s research aims to help the learners to build a solid foundation for learning. It

helps mutually to construct effective learning with motivational capsules that are

motivational strategies in language learning. Motivation is crucial for effective learning and,

this is developed from an understanding of the learning process. Effective learning does not

take place when the learners do not like to learn. It is assumed that learners need every

opportunity to take responsibility in order to make good learning atmosphere and, learning

situation is assigned to attain preferable goals.

Learning is not only for scoring good marks in the examinations but also for other

purposes. Achieving preferred tasks are the main goal of learning but all the learners never

do every task completely. So, there must be a concrete plan to execute task exactly. The

50 
 
  
 
experience of every task surely delivers chances to overcome difficulties in achieving task

that is proved as “previous learning should help to provide a plan and strategies for tackling

new tasks” (8) by Reid Gavin and Chapman Paul in Motivating Learners in the Classroom:

Ideas and Strategies.

The teacher is responsible to make sure that the task is achievable. In contrast, when

the tasks are not easy, learners may be felt it is impossible to get result easily, and

eventually their interest on it also lost. In learning, materials’ plays prominent role.

Learners’ motivation is depending on the materials used in the classroom. The materials

include numerous tasks. It is one of the activities. If the activities are beyond the knowledge

of learners, their demotivation is maximised. Reid supports the importance of motivation

and material in language learning as “if the learners have experience repeated failure, will

become totally de-motivated and will not want to engage in learning new materials in any

way at all (15). Further, he says that continuous failure definitely demolishes motivation. It

is exactly emphasised as “learners who experience barriers to learn such as dyspraxia and

dyslexia can find motivation challenging as repeated failure will result in serious de-

motivation” (R13).

Learners’ motivation is enhanced when they are continuously working to achieve the

task. According to Reid, “achievement is not necessarily reaching the goal set by the

teacher. It depends on the learner and their readiness for the task. If a person does not

achieve than the task will need to be revised until they can achieve it” (17). In SLA, task

processing and task motivation have significant roles. Dornyei and Kormos have identified

that “interest is the basic of motivation in SLL where tasks are seen as the culmination of

the situational approaches in SLM” (43). The task mainly operates between motivational

attributes and specific language behaviour. The task processing system consists of three

interrelated mechanisms- task execution, appraisal, and action control (figure 4).

51 
 
  
 

Task processing

Appraisal Action control

Figure 4

Schematic Representation of the Three Mechanisms Making up the Task- Process Systems.

This is the duty of the teachers to maintain optimism among learners and make them

ensure that successful learning starts with the task. Further, learners are never to put down

in a place where he/she has to back down.

Rewards and feedbacks are the two effective tools of motivation. Both rewards and

feedbacks provide positive effort for all the learners. Constructive feedback is the most

effective tools of motivation, “reward is an integral part of learning and is not seen as the

final stage in learning but as a source of support, a guide to monitor and a bridge to

achieving the desired learning outcome” (Reid 90). Verbal reward plays vital role in

motivation i.e. timely comments of the teachers to maintain learning in the classroom. This

is an improving factor of intrinsic motivation that takes over to extrinsic and instrumentality

of learning.

Progress of learning is coming through maintaining learners’ need, if they expect

time or extra comments that should be met by them to retain motivation. That is, rectifying

learners’ difficulties as “the teacher know a particular student will have difficulty with the

speed for progressing difficulties then the teacher needs to allow more time for that student

to complete the task” (Gavin 91). Therefore consultation, collaboration and co-operation

52 
 
  
 
should be the key factors in managing learning. This administration of learning and

reinforcement of learning are coming through positive response for their effort which is

applicable for ages of learner.

Undoubtedly, motivation is the most complex and crucial issue challenged by the

teachers in language teaching. It is not easy to find out what is the real cause of motivation

Creating basic motivational

conditions
Appropriate teacher behaviour
A pleasant supportive atmosphere in
the classroom
A cohesive learner group with
appropriate group norms      

 
Generating initial motivation
Encouraging positive
Enhancing the learners’ L2
retrospective self-                                
evaluation
related values and attributes
Promoting motivational
Increasing the learners’
attribution                                 Motivational expectancy of success
Providing motivation feedback
Increasing the learners’ goal-
Increasing learner satisfaction
teaching orientedness
Offering rewards and grades
Making the teaching materials
in a motivating manner
practice relevant for the learners
Creating realistic learner beliefs

Maintaining and protecting motivation

Making learning stimulation and enjoyable
Presenting tasks in a motivating way
Setting specific learner goals
Protecting the learners’ self-esteem and
increasing their self-confidence
Allowing learners to maintain a positive
social image
Creating learner autonomy
Promoting self motivating strategies
Promoting cooperation among the learners

Figure 5

The components of motivational teaching practice in the L2 classroom (Dornyei 29).

and, it is bit difficult to define what motivation is further, it covers large area of argument

on it. Yet, what motivates the learners and changes, their behaviours are another question in

research. Motivation is “abstract, hypothetical concept that is used to explain why people

53 
 
  
 
think and behave as they do” (Dornyei 12). There are sixty four strategies under four major

divisions (figure 5). Since motivated learners have keenness, enthusiasm, commitment and

intensity to facilitate techniques of learning and non-motivated learners do not show such

enthusiasm in it.

In addition, de-motivations are also placed in higher position because, they give

room to use strategies to improve both motivation and motivational strategies in language

classroom. Motivation determines individual’s success or failure in any learning situation as

it relates to one of the most basic aspects of human mind. Motivational strategies “refer to

motivational influences that are consciously exerted to achieve some systematic and

enduring positive effective” (Dornyei 28). In classroom, learner’s intensity of learning is

strengthened through different strategies.

In a foreign language setting, language learning is not much complicated. It expects

a factor of motivation. Whereas learning is happening and there are lots of factors that affect

success or failure. Learners are keen on some motivational strategies to acquire the

language successfully. In her diary study, Elizabeth Root has focused on what are the

strategies adopted by the learners. She focuses three levels of motivation. 1. Learner level: it

is slightly combined with intrinsic motivation which anticipates learners’ own interest on

learning. 2. Language level: it is the factor of integrative motivation which takes the

learners towards language community. 3. Learning situational level: it takes over to

instrumental orientation/ motivation. Teachers’ drive to stimulate students has developed a

language gain. But, cognitive theories of motivation are viewed as a “function of someone’s

thought not as an instinct, need, drive or state” (Root 4). Learning is happening through

individual’s acceptation of strategies.

In classroom along with foreign language setting and learners’ learning strategies,

motivation plays a pivotal role to promote learning situation as a meaningful one. The

components of motivation gather past experiences, success or failure, to make the classroom
54 
 
  
 
occasion into good atmosphere for learning. In other words, individual’s interest on studies

lays room to interchange past and failure as motivators to rectify forthcoming defects as

well as facilitate to think about success aloof.

Learners should take some necessary actions in order to sustain the initial intention.

The initial intention towards an action certainly sustains learners’ actual motivation to

complete the task. In learning, learners’ desire and mitigation are determined by initial

motivation. Learners’ motivation is increased, when they are successfully completing a

task/goal/activity. If the first task is failed, learners’ desire of learning is mitigated.

Expectancy of success
-linguistic self-confidence
-perceived goal difficulty
-amounted of expected support
-L2 anxiety
-perceived L2 competence
-quality and quantity of previous L2
contact
-casual attributions
Perceived relevance of goal;
Goal
cost-benefit calculations
(Assigned Task)
Need for achievement
Degree of self-determination (type of                                                      
regulations)             Intention
Goal properties formation    Commitment
Action plan
-goal specificity (compliance)
-goal proximity
-goal harmony
-level of aspiration
Availability of task opportunities and
options
Learner beliefs about L2 learning;
knowledge of learning strategies;
domain-specific knowledge
Urgency; external demands; unique
opportunity Figure 6

Motivational influence on intention formation (Dornyei 94).

55 
 
  
 
Dornyei explains the formation of intention with three features: expectancy of

success, relevance of the goal, and cost-benefit calculations. Intentional formation involves

a process of weighing the feasibility and desirability of the available options, and

visualising the possible consequences of one’s potential actions (Figure 6).

Brophy supports as “unless lower needs are satisfied, higher needs cannot be

recognised” (B 5). The motivator/tutor has to encourage the learner to sustain their

motivation. Furthermore, stimulating one’s motivation is not having importance than

sustaining it. Learners are losing interest and de-motivated intrinsically through pointless

activities. Some learners are learning anything easily but not all learners are like this. Some

students take sufficient effort for task orientation but others do not. It is the fact that

“students who do not put forth much effort because they do not require special motivational

attention” (Brophy 101).

The real motivator is one who delivers multiple chances to rectify mistakes and

make the learners to sustain their persistence till achieve something. Teachers should

develop motivation through gradual effort for low achievers. Low motivation is the cause

of low achievement. In other words, their level of achievement may be criticised wrongly or

their taken effort could be minimised through comments. Low achievers should be helped to

establish realistic goals and “encourage them to focus on trying to surpass their previous

day’s or weeks’ performance rather than compete with classmates” (Brophy 103).

Low achieving students’ failures often occur needlessly because of their low

investment of best efforts. These students are familiarised with group processing self-

concept and continuous positive feedback. Yet, they are unable to come from the darkness

of failure. They should not be dismissed as groundless. Instead make some occasion to help

them feel more comfortable and learners should be helped through instrumental and

executive motivation. “Instrumental help- explanation, questions or hints that will stimulate

them to think about the problem and encourage them to work out the rest of it on their own.
56 
 
  
 
Executive help – giving them answers that may not make them to think” (Brophy 115).

Rewards play a vital role to motivate learners at any cost. Actually rewards help the

learners to sustain motivation. Most of the adult learners believe reward as “effective, not

only as incentives for motivating students to put forth effect, but also for stimulating the

intrinsic in the activities” (Brophy). L2 Learners’ curiosity towards learning should be

enhanced with offering rewards rather than punishment. Rewards are divided into two. They

are verbal and tangible. Verbal incentives are in the form of praise and tangible in prize/gift.

Praise is used more for rewarding achievements and prize is more used for rewarding good

behaviours. Besides, “most teachers are enjoying delivering praise and most students

enjoying receiving it, praise is widely recommended as a way to reward students” (Brophy

139).

Stimulation is also a component of motivation. It improves learner’ desire or urge

towards learning as well as maintaining intrinsic rather than extrinsic motivation. Though, it

creates initial persistence and accomplishing inseparable benefits in future, expectations are

given chances to extrinsic also. Therefore, “motivating students to include not only

stimulating them to see the value of what they are learning, but also providing them with

guidance about how to go about learning it”(Gavin 209).

Motivating students to learn requires not only bringing the lesson to them but

bringing them to their lesson. Generating motivation actually occurs through the incentives

presented in syllabus. It is created by learners’ personal activities enhanced more

motivations when it is designed by their perceptions. Lessons should be framed according to

the knowledge of the learners. They must feel that opportunities are given to stimulate

learning as well as take them to nearer to the course. Giving students permission to bring

their present knowledge encourages them to establish the relevance of content to their own

interests and purposes. Raising questions is also a factor of enhancing stimulation of

learners when the teacher asks good questions that leads learner to think and stimulate to
57 
 
  
 
find out answers.

It is common in classroom/learning that tutors are using multiple strategies. But, it is

too difficult to find out whether the strategies are suitable or acceptable for the learners.

Indeed, “strategies are shaping learner’s expectations about the learning are being

enthusiastic and being intense” (Dornyei 250). Strategies are specific techniques adopted by

learners to preserve urge towards a task to be completed. In fact, motivational strategies can

increase their level of ability by investing the effort needed to do.

2.8. Conclusion

In this chapter an overview of motivation, motivational strategies, second language

acquisition and second language writing, its definition and classification, and its main

branches were discussed in detail. The chapter also discussed the importance of writing

skills among English as a second language learners and its impact of motivational strategies

in detail. It was also elucidated with effective writing in English language and it gave

detailed information on teaching writing process. Methods of teaching writing skills,

especially improving proficiency of L2 was presented, as the concepts had significant

relevance for the study. All the concepts discussed in this chapter not only formed the

theoretical underpinnings for this study but also helped the researcher gain insights into

concepts discussed in this chapter.

58 
 
  
 
CHAPTER III

RESEARCH DESIGN

3.1. Introduction

Having furnished in detail the theoretical aspects of the study, this chapter describes

the procedure, research design and method of the study with respect of the research

questions. The questions and aims of the study are furnished only after knowing about the

background knowledge of the second language learners in the undergraduate level. The

chapter also describes the actual details of the study such as area of research, population,

level of the second language undergraduate level learners, and research tools of tasks,

questionnaire, pre- writing, pre test and post test, and interviews with detailed data

collection.

3.2. Procedure of Data Collection

The required data were collected through questionnaire, formal and informal

interviews, classroom observation, pre test and post test.

3.2.1. Questionnaire Administration

The researcher administrated the questionnaire to the respondents. He gave a brief

introduction about the study and questionnaire in order to make the respondents aware of

the concept regarding five motivational strategies and writing tasks. This was followed by a

general instruction to choose appropriate answers for the items/questions. Further,

respondents’ comments were welcomed as the researcher felt essential for the study. All the

respondents were encouraged to register their true impression. They were assured that their

personal details would be confidential. The researcher explained the questions whenever an

explanation was required by the respondents.

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Objectives of the questionnaire are:

 To know the respondents’ academic and personal profile

 To know the respondents’ perception of learning English language

 To know the respondents’ opinion on proficiency of English

 To know the respondents’ view on importance of writing at undergraduate

level

 To know their opinion on writing for professional purpose

 To know their writing habits

 To know their present writing ability

The questionnaire mainly consists of three parts:

A) Personal Profile

B) Attitude and Motivation in Language Learning

C) Proficiency Test

A) Personal Profile

The first part of the questionnaire is focused on personal profile of the respondents.

It includes personal information- name, sex, age, department, branch, mother tongue, name

of the institution, educational background- medium of study, medium of instruction in

classroom, type of institution, and exposure to English. This phase also projects the

respondents’ habit of writing, nature of writing, perception about developing proficiency in

writing, and the problems they encountered while writing. Besides, learners’ present and

background of knowledge in L2 are asked.

A. i) Sex of Respondents.

Of the total of 120 respondents who filled up the questionnaire, 50% were female. It
60 

 
  
 
Sex Number %

Male 60 50

Female 60 50

Total 120 100

Table 1

is remarkable in rural area of Tamil Nadu that women are upgrading in education.

ii) Age of Respondents

Age Male % Female %

18 29 48.33 22 36.66

19 20 33.33 13 21.66

20 11 18.33 25 41.66

Total 60 99.99 60 99.98

Table 2

The respondents considered for the study were in 18-20 age group. There were 48.33

per cent male respondents under the age group of 18, and their attitude and motivation

toward learning were not poor. These respondents showed much intention to develop

writing skills and they were able to adopt motivational strategies easily. Similarly, 36.66 per

cent of the female counterparts had the same opinion regarding proficiency of language, in

addition to their adaptation of motivational strategies were closer to male respondents. Of

the chosen respondents, learners who are aged 19 comprised 33.33 per cent of male and

21.66 per cent of female. These respondents’ motivation toward language learning did not

get much attention and their L2 writing was under developed. As age taught experience, the

elder learners (age 20) showed much intention to develop writing skills in English, because

soon after graduation they might be employed. Though the percentage was varied for both

61 

 
  
 
male (18.33) and female (41.66) respondents’, desire of learning increased and the impact

of motivational strategies were maximised.

B) Attitude and Motivation in Language Learning

The second part of the questionnaire was about the learners’ attitude and motivation

in language learning. It displayed the problems of motivation in learning, increase and

decrease of motivational level, teachers’ motivation at classroom, and personal motivation

for acquiring second language. It focused on awareness of second language learning at

undergraduate level and language learning orientations. Generally, motivation for learning

was categorised into four: Extrinsic, Intrinsic, Integrative and Instrumental. This part of

questionnaire was the modified version of Gardner and Dornyei’ AMTB (Attitude/

Motivation and Test Battery). According to the need of the study, attitude and motivation

questionnaire was further divided into two. They are personal intention towards learning

and general intention towards learning.

Motivation No. Respondents Percentage %

Extrinsic 86 71.66

Intrinsic 70 58.33

Integrative 99 82.50

Instrumental 109 90.83

Table 3

The lowest percentage of 58.33 shows that out of 120 respondents, 70 have been

intrinsically motivated. They are answered positively for extrinsically motivated questions

and 86 respondents have intention to motivate extrinsically (71.66 per cent). These

respondents are answered the questions positively for intrinsically motivate questions.

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Among 120 respondents 99 respondents have answered positively for integrative

motivation. It shows that 82.50 percent of the respondents have learnt L2 with the desire to

integrate with L2 community. They are ready to accept both culture and life through the

language. The highest percent of 90.83 illustrates that most of the undergraduate level

learners are learning the second language not only for single purpose but also for other

usages. These learners have answered positively for most of the instrumental questions.

Motivational Strategies
16
15
Mean Values

14
Pre Test
13
Post Test
12
11
Str 1 Str 2 Str 3 Str 4 Str 5

Figure 7

The above chart shows that the respondents have used different motivational strategies

to improve proficiency of L2 writing. The study reveals that ESL learners have not rested

on one strategy alone. Respondents’ agreement towards the questions are related with Str 1

(post test mean value is 13.74) agreed that it has a significant role to improve L2 learning.

Learners are able to complete the task with group members and brain storming ideas. They

have liked group processing activities. It clearly shows that these respondents are learning

autonomously. The decreased mean value of 13.45 shows that their motivation has not

improved in pre test. More number of positive answers related with Str 2 (post test mean

values is 15.4) have evidently presented that most of the learners were motivated through

this strategy. Learners have been motivated through previous experience. They have

enthusiasm to recollect past experience in order to rectify mistakes in future. Potentialities

63 

 
  
 
of these learners are increased when they have accepted gradual practice. Besides, the

decreased mean value of 13.17 shows that some of learners have answered positively for the

statement related with Str 3. Pre test mean value is 13.08. These learners are not happy

about own writing as well as they have not been getting enough recognition from the group

members and teachers. They are easily disturbed for teacher centred activities. Their

intention of learning has been affected by the group members, difficult tasks, and

punishment. By all means, they become motivational vacuum. The increased post test, mean

value of 14.58, shows that the large number of respondents has answered positively for the

statements related with Str 4. These learners’ attention of learning is increased when the

teachers’ recognition followed them. Likewise, they are always ready to accept teachers’

feedback to rectify their mistakes in future. And, certain rewards for the tasks maximise

actual motivation. Pre test mean value is13.09. Str 5’s increased post test mean value of

15.45 shows that these respondents are highly autonomous learners. They have known

about the need of studies and worked independently. And, they believe that learning alone

improves then social status. Their pre test mean value is 14.07.

C) Proficiency Test

Third part of the questionnaire was proficiency test. It illustrated writing

components of the course book and respondents’ opinion of competency of writing. In

addition, the respondents were in need of sustaining motivational strategies to learn a SL. It

focused on five components of writing. They were vocabulary, punctuation, cohesion,

coherence and sequence of ideas. In order to develop undergraduate level learners’ English

writing, a specially designed answer-sheet was used.

3.2.2. Interview

Both formal and informal interviews were conducted for the respondents. The resea-
64 

 
  
 
-archer met the respondents before and after the administration of questionnaire in order to

have informal interview. The respondents were opened up general notion with informal

interview. Respondents, registering for informal interview were more reluctant than formal

interview.

3.2.2.1. Informal Interview

Informal interview was carried out with the respondents. The researcher had

conducted the informal interview to gather required data from the respondents. As it was

informal, the respondents were asked personal opinion about studying English language,

and accepting its difficulties as a second language and their intention of creating effective

writing in L2. Besides, teaching and learning methods in the classroom, their actual process

of writing was asked.

3.2.3. Pre Test and Post Test

The term “pre test” is defined as “a test to evaluate the preparedness of students for

further studies” (Merriam Webster -Encyclopaedia). Hunt and Sparkman highlight as “pre

test is an instrument- a questionnaire, the use of questionnaire in a small pilot study to

ascertain how well the questionnaire works” (269). A test was administrated to the

undergraduate level learners in order to understand their proficiency in English and

difficulties in writing. There were 250 students participated and the test was conducted in

English. The purpose of the test was to verify whether the learners were able to create

effective writing. And, the strategies they have been using for second language acquisition.

The learners were asked to write an essay on sport person/ politician/ favourite

person/family about 200 words (appendix -pre test). They were given 45 minutes to finish

the task. The task had been evaluated with five major components of writing. They were

vocabulary, punctuation, cohesion, coherence and sequence of idea. The task framed by
65 

 
  
 
selecting the lesson from the even semester syllabus which was very familiar to the learners.

Instructions were given in both Tamil and English. The prime aim of the test was to

understand the present learners’ proficiency of writing through motivational strategies.

The term “post test” is defined as “a test given to the students after completion of an

instructional program or segment and often used in conjunction with a pre test to measure

their achievement and effectiveness of the program” (Merrriam Webster-Encyclopaedia). A

test was conducted after a period of teaching writing. Teaching covered all the items such as

vocabulary- suitable and unsuitable, punctuation-comma, quotation marks, and apostrophe,

cohesion-reference, conjunction and repetition, coherence and sequence of idea had been

taught to the learners during the course. There were 120 learners participated in the test

which was conducted in English. 45 minutes were given to complete the task. The basic

intention of test was to understand whether the course helped the learners to create effective

writing. From the learners’ writing, it was understood that they improved a lot (appendix-

post test). Motivational strategies and clustering or mapping method were certainly

improved the learners’ proficiency in writing. By all means, they created effective essay

writing in L2.

3.2.4. Classroom Observation

The actual proceeding of a second language classroom had been observed in the

undergraduate level. The goal of conducting classroom observation was to understand the

whole picture of English language learning at undergraduate level such as methodology

adopted by the teachers, interaction process between the teachers and learners, the learners’

performance during the class hours and their usage of English language in the classroom

such as the learners’ interaction with teachers and classmates in second language.

During this observation, the researcher was able to understand the problems of learn-
66 

 
  
 
-ers in learning a SL. In addition, the classroom observation gave a clear picture of

difficulties in writing English. Further, learners’ writing practice also was observed. And,

the amount of time learners’ spent for writing skills in English was also observed.

Eventually, it was found that the learners had lack of writing skills in English language.

The researcher evaluated respondents’ learning performance in this session. Indeed,

learners’ response towards learning and teaching process was gathered. The respondents’

enthusiasm towards learning activities was also identified.

3.3. For Whom

This research was undertaken to study the lapses in writing skills and the solution

for the ESL undergraduate learners. The learners were studying in various arts and science

disciplines. Their first language is Tamil and second language is English. English was

widely used for academic purposes. While learning English as a second language, these

learners had numerous barriers. Though the academicians planed a syllabus to improve the

writing skills of the learners, they had inadequate support and encouragement for acquiring

the SL. Lack of motivation in English language studies minimised their intention of

learning. Yet, they were in the requirement to improve L2 acquisition in order to score good

marks in examination as it secured academic purpose. Indeed, they were in need of

sufficient motivation to enhance L2 acquisition and strategies for enhancing effective

writing. After the pilot study, the researcher looked into motivational strategies for effective

L2 writing. Hence, 120 undergraduate levels of arts and science, both male and female,

were chosen for the further study.

3.4. Sample Selection

The present study gave much importance on selection of samples. It was the duty of

67 

 
  
 
the researcher to find out apt respondents for the study. The research was focused on

motivational strategies of rural undergraduate level arts and science learners’ L2 writing. In

order to select suitable sample for the research, a pilot study was conducted for 250

students. Learners’ initial level of proficiency in L2 writing and motivation toward L2

learning were tested. The sample population consisted of both arts (experimental) and

science (control) learners studying at undergraduate level. Arts samples consisted of both

male and female in equal number. Similarly, science samples were also equal in number of

both male and female students. The social and economical conditions of them were

certainly the same. All of them were from rural background and their parents did not pursue

any white-collar job. All the respondents’ previous medium of language was Tamil and,

English was introduced since schooling. L2 was certainly a SL for all these respondents, at

least to communicate with neighbouring states, and to interact with classmates from out

station of Tamil Nadu. So the inevitability of L2 was seen everywhere, especially in

academic environment. The students had lack of ability to create effective writing in

English. Their interest on learning this language was diminished at undergraduate level, and

they were unable to sustain their intuition toward L2 learning. With the effect of these

difficulties their proficiency in L2 writing was underpinned.

3.5. Area of Research

The study was carried out in Gandhigram Rural Institute. It is situated in

Gandhigram, Dindigul district of Tamil Nadu. The medium of instruction at the institution

is English. It comes under MHRD, New Delhi. Empower rural students’ education and job

opportunities are the prime goals of this institution. Most of the learners are coming from

rural back ground.

The institution is well-furnished in terms of seating arrangements, furniture and

68 

 
  
 
other facilities like teaching aids, access to the computer by the students, well developed

library, etc. The institution provides language laboratory to enhance students’ English

language skills. English language is taught not only for academic purpose but also for

students’ future career. Well trained language tutors are looking after the students. The

laboratory has computer, headset, easily accessible internet connection, microphone, and

student centred audio and video activities. In order to improve the capabilities of students’

academic and future career they are trained through soft skills. The soft skills are trained

them to manage the difficult situation, make decision, good communication, and excellent

team leader. It also makes them to have a good relation with student community and

teachers. Soft skills mould the external and internal personalities.

3.6. Population

The study had 120 undergraduates of arts and science. In arts, there were thirty male

and thirty female respondents. Similarly, in science, there were thirty male and thirty female

respondents. As the study required, all the respondents’ second language was English. As

these learners were studying in Tamil medium till the completion of their schooling, their

proficiency in English was low. It continues to be the same in their higher learning.

The details of male and female of arts and science undergraduate level learners are

illustrated in the table given below.

Science Respondents

Gender I year II year III year Total

Male 10 11 9 30

Female 12 10 8 30

Table 4

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The above table illustrates that the undergraduate level learners with the years of

studying. Totally there are sixty respondents in science. Ten male respondents are from first

year, eleven male respondents are from second year, and nine male respondents are form

third year. In conversely, female respondents of science are varied, twelve first year, ten

second year and eight third years respondents. Yet, the study has equal number of male and

female respondents of science- undergraduate second language learners.

Arts Respondents

Gender I year II year III year Total

Male 12 11 7 30

Female 13 9 8 30

Table 5

The above table portrays arts undergraduate level learners with their respective years

of studying. The arts’ respondents consist of three years of undergraduates. The research has

totally sixty arts respondents. There are thirty male and thirty female learners. The research

has twelve male, arts- undergraduates in first year, eleven male respondents in second year,

and seven male respondents in third year. Similarly, female respondents of arts are varied in

number. There are thirteen first year learners, nine second year learners and eight third year

learners.

3.7. Initial Finding from the Study

A preliminary test was administrated by the researcher in order to understand the

writing ability of the respondents. The learners were asked to write with the writing sub

skills such as vocabulary, punctuation, cohesion, and sequence of ideas in L2. The learners

were asked to write an essay about what they like most which is already familiar for these

learners. Time allotment for the task was forty five minutes. The researcher had given the
70 

 
  
 
instructions in Tamil and English, as it was essential to get the thorough understanding of

the scope of the study. The required words for the task were two hundred. By all means, the

familiar questions had put their pen on paper very eagerly. The researcher had given a

specially designed answer-sheet for these learners, which has two hundred columns, and

each word carries one column. The details of answer-sheet and instructions to write on this

paper were given by the researcher before they put pen on paper. None of them were able to

finish the task completely, because they lacked practice in L2 writing. Besides, the answer-

sheet was new to them. Yet, some of the learners had written what they already memorised.

The unfinished essay writing had brought two vital points. a) They were not familiar

with creative writing, b) Their writing was not effective. In addition, undergraduate learners

were required to create effective writing in L2, primarily for examination purposes, and for

their career in the future while becoming a graduate. The learners’ writings had vocabulary

errors as they have twelve years of experience in L2. The vocabulary they used for essay

writing was not appropriate for the task. Likewise, their usages of punctuation marks were

unsuitable in places. These learners were able to use full stop/period at correct places, when

a sentence ends. But, comma, apostrophe and quotation marks had not correctly been placed

by these learners. These respondents’ writings had ideas but the ideas were not sequenced

with the context. As ideas were not sequenced, their writing lacked cohesion and coherence.

It was found out in the initial study that these respondents were not aware that

motivation was the effective tool to complete the task effectively. In the teaching process,

teachers’ attempt of motivation did not get much attention of the learner. Some time

feedbacks of the teachers lead the learners to minimize their interest on L2. The teachers

failed to find out and encourage the learners for minimum performance from previous task.

Besides, students lacked of proficiency in writing, because there was an absence of

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motivational strategies in the classroom. Most of the time, the teachers marked the lapses in

the learners. Whose limitations were not corrected by the teachers. This attitude of the

teachers paused the students into further ignorance.

It was realized by the researcher that before collecting the final data, the learners

might have practiced essay writing and with motivational strategies. Motivational strategies

were the master key of making the learners to improve proficiency in L2 writing. It was

understood that the course might had some changes according to the present knowledge of

the learners. Besides, the answer-sheet could be familiarised with the respondents. In

addition, informal discussions among learners were undertaken before writing, and pre-

writing was also practiced for the learners in the classroom. And, clustering or mapping was

introduced for these learners in order to make the learners to create an effective essay in L2.

Proficiency of writing was gradually improved through clustering or mapping method. In

Teaching and Learning Writing, M L Tickoo emphasised clustering as

sings beautifully
always ready to help does well in maths, but not in science

never shows off

plays the piano and the violin
my best friend Respects authorities
is a late riser

dislikes gymnastics
loves ice cream

avoids crowds
eats well cooked, hot curries is fat and jolly

Tickoo 78
Figure 8

Clustering came after the topic for writing had been chosen. Pupil were

placed the topic in the middle of page and drawn a circle around it. They
72 

 
  
 
then drawn lines around the circle and at the end of each line, write a point

related to the topic. Each point was circled and relate to other points by

connecting lines. (77)

The respondents were trained to integrate ideas like a map. The central idea was

placed in middle of the page. And, sub-ideas could be preceded and succeeded the main

idea. Remaining ideas were followed on both sides of sub- ideas. Fragments or phrases were

required to understand the ideas. Complete sentence was not mandatory to collect ideas.

Complete sentence could be written while framing the paragraphs. Like a map guided to

reach the destination carefully/exactly, clustering facilitated the learner to integrate ideas in

a coherence manner. In fact, mapping facilitated to integrate suitable vocabulary, cohesion

reinforces sequence of ideas to collect relevant elements for writing as well as to create the

writing as an effective one.

3.8. Testing Tools

Once the context was clear, the respondents for the study were chosen, the research

tools were prepared, and the data collection was done. Thus the research tools used were: 1.

Questionnaire, 2. Formal and informal interview, 3. Discussion, 4.Clustering or Mapping, 5.

Pre and post tests, 6. Sports column, 7. Worksheet consisting of 200 columns.

3.9. Procedure Adopted for the Study

The study is mixed in nature i.e. quantitative and qualitative research methods.

Classroom observation, formal and informal interviews, questionnaire and writing test were

used to gather data. The study was conducted for a period of sixty days. It was divided into

three phases. In the first phase, the researcher recognised problems of the undergraduate

level learners where SL was English, especially in writing skills. In order to have an idea of

undergraduate learners’ present writing, a pre test consisting of vocabulary, punctuation,

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sequence of idea, coherence and cohesion was tested. A questionnaire was administrated, in

order to know the present learners’ background knowledge of L2 learning and writing,

teaching and learning procedures used in their classrooms, motivational strategies for

learning and writing, and their expectation of having L2 proficiency. Formal and informal

interviews with learners were conducted to analyse classroom teaching and learning

activities. Further, learners’ answer scripts from pre test were evaluated to recognise L2

writing proficiency. Sports column of daily newspaper and mapping/clustering were used to

improve their writing.

In the second phase, brainstorming ideas and mapping systems were discussed, with

particular focus on problems of L2 writing. In addition, motivational strategies were

discussed to control their intention of learning towards L2. The researcher has selected

vocabulary, punctuation, coherence, cohesion, and sequence of idea to be taught. It was

difficult to choose because the basic things in L2 were found appropriate to the level of

learners preferred for the study. The researcher played a prominent role in during this phase

by teaching, and discussing on vocabulary, punctuation, cohesion, coherence, and sequence

of ideas to construct a good essay with the learners, in order to give confidence and

encouragement to develop effective writing in L2. Clustering or mapping and motivational

strategies certainly reinforced learners’ confidence and encouraged to develop effective

writing in L2.

In the third phase, learners’ writings were assessed in terms of vocabulary,

punctuation, sequence of ideas and cohesion and coherence to construct an effective writing

in L2. At the end, after the post test writing session, a feedback was conducted to elicit

learners’ responses. Through the conduct of the post test, the researcher was able to

understand whether the five motivational strategies actually helped to improve their

74 

 
  
 
vocabulary, punctuation, sequence of idea, coherence and cohesion to create an effective

writing in L2, as well as learners’ previous knowledge and present knowledge of the study.

3.10. Hypothesis

1. To analyse the effectiveness of different kinds of motivational strategies among

ESL learners at undergraduate level in improving their writing skills in English.

3.11. Objective

1. To study whether there is significant difference in the motivational strategies

adopted by male and female of arts and science undergraduate level learners.

3.12. Research Questions

1. Do second language learners need any motivation for learning?

2. Are motivational strategies essential to develop L2 proficiency?

3.13. Procedure of Data Analysis

The study has adopted mixed method i.e. qualitative and quantitative methods to

analyse the gathered data. The respondents’ writing tests were included in quantitative

analysis. It was analysed to report the learners’ writing test from pre tests to post tests. The

researcher had keenly observed these learners’ performance in order to find out the

increasing competency at L2 writing. It carried out the five components of effective writing

such as vocabulary, punctuation, cohesion, coherence and sequence of ideas. A “simple

paired t test” used to analyse the respondents’ essay writing in second language. Qualitative

analysis included the study questionnaire, classroom observation, and formal and informal

interviews.

3.14. Delimitation
75 

 
  
 

This study is limited to undergraduate level learners whose mother tongue is Tamil.

In fact, the study analyses the motivational strategies for effective writing for equal number

of male and female respondents from various departments/faculties of arts and science.

Data is limited to respondents because of studying randomly motivating students.

The learners should be aware of the study within the end of the course. The course contains

questionnaire and test as the testing tools, within the study period. The respondents are to be

examined and should be awarded for the performance.

3.15. Final Data Collection

The researcher examined the learners’ writing skills after the period of sixty day’s

teaching. The final data collection was carried out through the questionnaire and answer-

sheet, which contains two hundred columns and multiple choice questions to write an essay

for two hundred words. The same task had been undertaken for the respondent in pre tests

and middle tests. Allotted time for the task was 45 minutes. As the learners had already

familiarised with the method of task, they were able to finish it within the time.

Furthermore, the researcher gave instruction only in English.

3.16. Conclusion

This chapter has described the procedure, methodology and the process of required

data collection for the present research. The data were collected through some tools such as

questionnaire, classroom observation, formal and informal interviews, pre test and post test.

Pilot study helps the researcher to find out what are the methods followed in teaching and

learning the second language in undergraduate classroom. The preliminary study has

presented the learners’ knowledge of L2 and their initial motivation on enhancing

proficiency on writing. The area of research and sample selection was brought out the

76 

 
  
 
necessity of the study and aptness for the research. Through the period of sixty days of the

course, the researcher has understood that undergraduate learners were able to create

effective writing in English as the motivational strategies facilitated them to enhance

proficiency on SL. In addition, the respondents have written an essay in two hundred words

in the answer-sheet, and it is confirmed that the respondents had adopted clustering or

mapping method. The chapter has given the aim of the study with research questions,

objectives and hypothesis.

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Chapter IV

Data Analysis and Interpretation-Part I

4.1. Introduction

The present chapter makes an attempt on analysing the data collection and the

procedure followed for the study. It explains the process of data collection and the tools

used in the process. It discusses the learners’ opinion and questionnaires, analysis of

classroom activities, discussion of the course and its materials followed by the critical

appreciation of activities and tasks. The chapter also represents the present and previous

knowledge of the respondents. It also gives a brief description of teaching methods,

materials used for the data collection. Besides, it explains the interview process that has

taken place in two ways i.e. formal and informal interviews with selected respondents. The

chapter also explicates the specially designed teaching method for the study. It visualises

the process of evaluation of undergraduate level learners’ essay writing with tables and

charts. It displays five motivational strategies’ effect of developing proficiency in L2

writing.

4.2. Procedure of Data Analysis

Questionnaire, informal and formal interviews, pre-writing, pre test, post test,

classroom observation, motivational strategies, clustering or mapping, and sports column of

daily newspaper were used to collect the data. Reflective thinking and statistical analysis

were two important elements used to interpret and analyse the gathered data. The researcher

recorded everyday activities and experience of the field observation in a word document.

His application of motivational strategies played prominent role in evaluating the essay

writing skill of the respondents. “Simple paired t test” and “Correlation Coefficient” were

two important statistical tools used to analyse the writing skill of the learners in the present

research. The research also focused on the gender differences of arts and science disciplines.

78 
 
  
 
4.3. Questionnaire

Questionnaire was designed to elicit information of learners’ background, present

learning and teaching methodology, various kinds of teaching tasks used in the classroom,

motivation given by teachers and learners’ techniques used to understand the subject. It is

the fact that questionnaire is one of the most common methods of data collection in second

language research. Brown defined as “questionnaire are any written instruments that present

respondents with the series of questions or statements to with they are react either by

writing out their answers or selecting from among existing answers”(6). Therefore, the

study questionnaire was divided into structured and unstructured questions/items. The

structured questions gave limited number of responses and unstructured questions offered

more number of responses. In fact, easily understandable questionnaire always yielded

sound responses from the respondents. In the present research, questionnaire was prepared

in a simple and lucid language for the convenience of the learners. In order to understand

the questionnaire, the samples were given enough time as they have not got enough

experience in the field. The sufficient time made them to think and choose correct responses

to the questions. The questionnaire was administrated to 120 undergraduate level learners of

Gandhigram Rural Institute-DU.

99

97
Percentage

95

93 Series1
91

89

Figure 9
The above chart (Figure 9) explains the questionnaire and the responses of the

learners, the learners’ outcome in the following way.

79 
 
  
 
1. 90% of the learners revealed that speaking and writing in English were difficult

for them.

2. 97% of the learners revealed that they were in need of help to improve their
writing skills in English.
3. 100% of the learners accepted that writing certainly helped them to score good

marks in examination, which decided the employable situation.

4. 100% of the learners agreed that reward apart of motivation supported them to

improve language learning.

5. 98% of the learners revealed that remembering previous successful experiences

made them to continue writing exercises.

6. 97% of the learners accepted that demotives acts were barriers to carry on

writing skills in English.

7. 100% of the learners agreed that clustering or mapping method made them

produce effective writing.

8. Complex/hard topics were the difficult tasks for most of the learners.

9. Most of the learners had mother tongue influence in writing English.

10. All the learners approved that a good plan was a right path to produce better

writing.

11. Opportunities of the L2 reinforced language learning.

12. Lack of awareness among the respondents closed the doors of writing skills.

13. Satisfactions actually lead to writing practices.

14. Positive anticipation towards L2 improved learning.

15. Encouraging personal desire certainly promoted second language learning.

16. Reliable topics definitely gave sequence of ideas in writing English.

4.4. Procedure Used for Teaching Writing

80 
 
  
 
From the classroom observation and formal interview, it was understood that

clustering or mapping method was vogue in the process of SL teaching, especially for L2

writing. Respondents were not familiar with planning before writing. Generally, they

memorised the essay content given by the teachers. Thus it was clearly evidenced that these

learners did not get opportunities to write in target language. The classes were teacher

centred, where teachers explained and gave more practices on what they taught in the class.

So, the creative organisation of writing was restricted for the learners. The knowledge of

target language was only in theoretical form. Language developing activities were rarely

practiced, and the usage of language was limited for question and answer, and official

purposes. Discussion among learners in target language was seldom done. Role-play, sport

column and exercises were not a part of their curriculum [teaching procedure]. The

teaching-learning environment was not conducive for the learners to develop proficiency in

L2. Learners depended on teachers for learning materials that were sometime dictated by

the teachers or readymade essays of previous learners or available notes in the market. The

teachers have given concentration to cover up syllabus. In addition, the opportunities to

develop proficiency of L2 were often ignored.

The researcher adopted clustering or mapping, discussion, pre-writing method for

teaching L2 writing in ESL at undergraduate level learners. It is said that “clustering” is

gathering information, joining together, and supporting to have a good plan. It reinforced

the process of writing as it associated main ideas and supporting ideas. In addition,

clustering lead to deep thinking about a single idea that would be drawn by jotting or

doodling. Besides, there was no single method to draw out associating ideas. But, once the

learners started to write, they did not stop, if they got struck, they would have to keep

drawing on something related with the chosen topic. This way of thinking/drawing the same

topic facilitated collecting ideas. Indeed, nucleus words also reinforced the process of

81 
 
  
 
thinking to write.

Respondents were trained to practice these skills before planning to write. In this

procedure they were allowed to discuss with friends/groups to consolidate their ideas and

thinking. Discussion with friends provided ideas to organise the chosen topic. Besides, the

peer interaction supported whether the gathered points were suitable. And, the already

discussed points showed a right path to writing. Similarly, the pre-writing supported

cohesion, coherence, vocabulary and sufficient punctuation in their writing. The process of

clustering had organised nonlinear ideas into a liner narrative. Since the relevant ideas were

grouped together into effective way of writing, a single word or phrase interconnected the

ideas. The writing was considered effective when it gave sequence of ideas, cohesion,

coherence, and vocabulary and punctuations. In other words, “jumbled form” never gave

solid meaning for writing. If a work failed to give a single idea with proper arrangement of

words followed by association of meaning would not have become an effective one.

Correspondently arranged phrases/words, and meaningful sentences were certainly

increased the intention of learning.

4.5. Motivational Strategies

Motivational strategies are techniques used to promote learners’ language learning

capabilities. Techniques are specific strategies adopted by the learners to do goal related

activities. Techniques especially in SLL (Second Language Learning) are actually chosen

by the learners to make the language learning activities/tasks more effective and to eradicate

diminishing factors of attitude towards the SL. Different strategies are adopted by different

learners. In addition, there is no specific technique for every learner. Techniques are

maintaining actual motivation toward learning and motivated behaviour. Extending to

learners motivation provides positive tendency towards learning and develop self-

82 
 
  
 
confidence on activities, “maintaining ongoing motivated behaviour and protecting it from

distracting/or competing action tendencies” (Dornyei 116).

Motivational strategies are consciously generated and enhanced learners’ motivation

and persisting natural tendency towards learning. Protecting disposition of learning and

consistency behaviour of action are actually affected the learner’s actual motivation.

Motivation is “dynamically changing cumulative arousal in a person that initiates, directs,

coordinates, amplifies, terminates and evaluates the cognitive and motor process”(9) as

emphasised by Dornyei in Teaching and Researching Motivation. Motivation and

motivational strategies are inter-connected. It is evidenced that motivational strategies are

successfully presented in “motivational vacuum” (D 119). As a result, effective learning is

depending on learners’ utility of motivational strategies. Learning is a “hypothetical

process, resulting from process and resulted in relatively permanent changes in

performance” (Logan 10).

Learning requires association of relevant process and motivation reflects on non

associates. In addition, learning is situational and motivation is non situational. That is,

learning requires intention, that intention is emerged through distinguished strategies

administrated in learning situation. Once interest is enhanced in learning situation, there are

concrete chances to improve deprivation of instigation. That might protect the flux of

motivational hierarchy. Proficiency of learning rests on how much he/she works on to learn

and motivation consists of how he/she studies. In addition, techniques used to affect

motivation can be controlled by different motivational oriented strategies. There are five

strategies used to enhance learners’ motivation toward SLL, especially for effective writing

in L2.

1. Promoting Enthusiasm in Present Language Learning.

2. Encouraging Positive Anticipation through Previous Experience.

83 
 
  
 
3. Improving Satisfaction in Language Studies.

4. Diminishing Demotivating Motives.

5. 5. Reinforcing Learning Requirements.

In order to find out which of the strategies were mostly adopted by the learners, their

mean and standard deviation values of pre and post tests are displayed with graphical

interpretations in the succeeding paragraphs. In language study, it was impossible to meet

all the needs of the learners and teachers with a single strategy. For the convenience of the

learners and for the research totally five strategies were administrated among the

respondents. The strategies were framed to improve learners’ motivation and maintain

motivated behaviour towards language learning. “Correlation” is one of the testing tools of

the research, which clarifies the influence of motivational strategies have been adopted by

the respondents.

4.5.1. Promoting Enthusiasm in Present Learning

“Enthusiasm” means a feeling of energetic interest in a particular activity or subject

and the eagerness to be involved in it. Learners’ specific attention on doing an action incites

to have consistency of enthusiasm on it. Curiosity of learning also increases through easy

activities. The presence of enthusiasm and its usages are inevitable in LLT (Language

Learning and Teaching), Dornyei hypothesizes “enthusiasm” in Teaching and Researching

Motivation as “the most impetus ingredient of successful teaching is enthusiasm” (120),

further he emphasises that “learners enthusiasm, commitment and persistence are key

determinant of success or failure” (5) in Motivational Strategies in Language Classroom.

Intricate exercises are used in the classroom definitely discrete learners from the learning

environment as well as segregates from situational learning. Attention of the learners in

language is not perceived by inaccessible activities. But, a simple, easy or doable

activities/exercises are easily caught the attention of learners and their impetus effort of
84 
 
  
 
learning presences as pupil are usually “quite willing to spend a great deal of time thinking

and learning while pursuing activities they enjoy” (Dornyei 73). When the learners are able

to know about the usages of SL in their present and future studies, their initial motivation is

initiated. According to Skehan, it is understood that what is important in language learning

is “the causative factors to which success is ascribed” (52) emphasised in Individual

Differences in Second Language Learning. Motivation motivates instigation toward doing

exercises/activities in SL.

Learners “enjoy a task if they play an essential role in it” (Dornyei 77) and

comprehensible activities provoke interaction among them. The interaction leads to share

personal opinion about SL and provokes learners’ self-confidence in order to actively

participate in SL group discussion. And, it leads to collaboration with friends. Interaction,

group discussion, and opinion sharing are reinforced to have sound communication among

the learners’ both inside and outside the study campus. The integration of premise learning

component generates intrinsic pleasure of learning through instrumental orientations that

consist of not getting a single benefit. The expectations of learners are covered by their

“drive”. A drive cannot be explained in a single word. It is anything that related to initiate

and persist motivation. That (motivation) encourages self-learning, various perceptions as

well as notions about learning are only generated in self-thinking which helps to find out

demotives in learning.

Demotives are affecting factors in learning languages. There are consistent barriers

in language learning. Demolishing barriers of learning is easy through eradicating

demotives. Indeed, some external forces such as compulsion, open comments and

mandatory works are deviating from actual intention of learning. Compulsion of learning is

dynamic to the keenness of present learning. When the learners are forced to participate in

any language activity, their actual motivation is slowly minimised. Intention of learning

85 
 
  
 
accomplishes learners’ disposition towards any task. It is also the cause of relatively

changing individual’s natural tendency toward learning and behaviour. Achievement in

learning is dependent on the subject and its desire involved in it. The desire to achieve a

goal is placed at integrative orientation. Gardner says:

the notion of an integrative motive implies that success in mastering a second

language depends on a particular orientation on the part of the learner,

reflecting a willingness or a desire to be like representative members of the

other language community, and to become associated, at least vicariously,

with that other community. (14)

Integrative orientation shapes the direction to operate motivation. It takes motivation

to involve sincerely attain the desired goal. Therefore, achievement does not come under

compulsion which is the prime of self-system. Learners like to believe in their own ability.

Ability is the central influence on one’s competence and initiates effort to be taken against

competence skills. Belief about one’s ability is cultivated by optimum motivation, which is

“comprehensive, involving personal qualities of motivation and a classroom environment

that supports and cultivates it” (Alderman 16). Since the learners have faith in their own

ability to purposive actions, their attitude also acts in the same path as “the behaviour of

men and other animals is characterised by striving in the pursuit of ends or goals” (Vernon

4). But, when the learners’ ability of achievement is criticised for inappropriate goal before

attaining the goals and the open comments about that affects behaviour and perishes the

actual motivation. Indeed, learners’ interest is considered as more important than activities.

Learners are activated when they feel they have active role on it. But, when it comes

mandatory, it distresses attainments. Mandatory action affects integrative and instrumental

motivation in language learning.

Integrative motivation means the actual desire of learning SL and towards language
86 
 
  
 
community, and it is “a desire to integrate with target community” (Root 2). Gardner

defines that “integrative oriented learners might be better motivated because master of

his/her goal is more likely to sustain the long term effort needed to master a second

language, especially one starts only at higher level” (16). Instrumental motivation

“correlates with external regulation, instrumental and external regulation scales correlated in

similar ways, with the antecedent variables of perceive autonomy and competence as well

as with the consequence of intention to pursue language study and anxiety” (Dornyei 77)

and Gardner defines as “an instrumental outlooks, reflecting the practical values and

advantages of learning a new language” (132). Gardner and Lambert support that a second

language is acquired through integrative motivation, Dorneyi asserts that SL is learnt

through instrumental motivation. Yet, when the learners are forced to learn L2, actual

motivation is stopped and attitude towards learning is either diverted or perished.

4.5.1.1. Arts and Science Performance of Promoting Enthusiasm in Present

Learning

14.2
Mean Values

13.9

13.6 Science
Arts
13.3

13
Pre Test Post Test

Figure 10
The picture (Figure 10) shows that how “Promoting Enthusiasm in Present

Learning” (Str 1) has influenced the respondents to develop motivation toward learning L2.

In order to enhance writing skills in English, this motivational strategy has administrated for

120 respondents. The respondents, belonging to science faculties, have accepted the present

motivational strategy to develop essay writing in English at post test. Their mean value is
87 
 
  
 
increased up to 14.00. As the mean value is decreased to 13.25, the same respondents’

intake of “Promoting Enthusiasm in Present Learning” is lower in pre test. But, the same

strategy has improved arts respondents, which shows that the difference between the pre test

value of 13.66 and post test value of 13.45 proves that Str 1 has not changed attitude only at

initial level and it carried out the next levels.

4.5.1.2. Gender Difference in Promoting Enthusiasm in Present Learning

14.3
14
Mean Values

13.7
13.4 Pre Test
13.1 Post Test
12.8
Science Male Science Arts Male Arts Female
Female

Figure 11
The above diagram (Figure 11) illustrates that the development of motivational

strategy of male and female of arts and science respondents through the adoption of Str 1. It

is not accepted by science male respondents in pre test. Their mean value is 12.93. It acts

inversely for science female respondents. Their mean value is 13.56. They have utilised Str

1 in order to develop proficiency in writing and maintained motivation to regulate learning

at pre test. But, science female students’ attitude towards the same strategy does not get

much priority to improve intention, inspiration, drive and stimuli at post test. Their mean

value is 13.03. It is proved that science female respondents are not affected by Str 1. In

contrast, science male respondents are affected by Str 1, as they have produced ineffective

essay in English at post test with the mean value of 13.86.

Arts male respondents’ motivation does not get much attention in pre test through

88 
 
  
 
the acceptance of Str 1. Similarly, their female counterparts have used “promoting

enthusiasm in present learning” at low level. It elucidates that both male and female

respondents of arts are mitigating from Str 1. In other words, the preferred motivational

strategy for arts male respondents is not significant in pre test. But, their female

counterparts’ responsibility for Str 1 is increased from pre test value of 13.56 to post test

value of 13.9. Str 1 enhances their motivation to develop writing skills and their proficiency

of language is increased through step by step. The mutual growing of Str 1 from pre test

value of 12.93 to post test value of 14.1 has produced effective essay writing of arts male

respondents.

4.5.1.3. Standard Deviation of Promoting Enthusiasm in Present Learning

Strategies Pre Test Post Test

Arts Male 2.44 1.97
Arts Female 2.46 2.10
Science Male 2.43 2.18
Science Female 2.12 2.12
Arts 2.46 2.07
Science 2.28 2.13

Table 6
The table 6 illustrates that the respondents have possessed values of standard

deviation respectively in pre and post tests. The values scored by arts’ respondents indicate

that their motivations are increased in post test value of 2.07 than pre test value of 2.46. The

decreased value of standard deviation shows that the improvement of Str 1. Female science

respondents’ value of 2.12 accepts that Str 1 has played important role to stimulate and

enhance present motivation to acquire L2 writing than their male counterparts (value 2.18).

But, it fails to female arts students, because, despite Str 1 is a keen motivator to build

attention to culminate effective writing in English, it gets mere consideration at post test, the

value is 2.10. In other words, the present motivational strategy does not do considerable

changes to construct a good essay, as it mitigates their motivation. The least value of 1.97 at

89 
 
  
 
post test projects that male arts learners have accepted Str 1. Their proficiency of L2 is

improved.

4.5.2. Encouraging Positive Anticipation through Previous Experience

Experience consists of certain knowledge of some events or something. It is also the

skills of learning everything. In other words, it is a fact of knowing/learning/gathering

everything through either “ongoing” or previous conception/events/tasks. It governs aware

of the problem and makes to get idea/ remedy for the concerned problems. And, it extends

to find out exact solution with a thorough analysis of past besides do not harm in future.

Getting responsibility is another important factor of experience. Responsibility towards an

action/event/task certainly leads to think and finalise a sound solution. Experience also

shapes learner behaviour, Atkinson is of the opinion that “experience is energised, is

sustained, is directed, is stopped, and what kind of subjective reaction present in the

organism while all this happening/going on” (6) and, it teaches to avoid certain actions in

inappropriate events.

Experienced learners are maintaining motivation, and motivation might be explained

as “the success experienced by learners” (Skehan 49). And, motivation is affecting factors

in language learning environment and keeping away from pit falls in future. Practical

learning attributes learner behaviour towards learning. That may be a cause of facilitating,

reinforcing a second language learning. “Desire and habit of responding in a certain way

depends on previously rewarded training” (Atkinson 16) and Dornyei is also of the opinion

that “pupil will only be motivated to do something if they expect success and they value the

outcome” (12). A successful previous experience certainly draws attention in future.

Further, previous deprivation either mitigates effort in learning or subsumes into flaws. It

also reduces the intuitional power on SL.

90 
 
  
 
It is hard to remember that unsuccessful events in language learning as they endure

exerts. A bitter experience is like one side of a coin. It can either improve or dethrone the

intuitive of learning. Besides, the learner’s knowledge of his/her own ability (past

performance) influences his/her expectancy of success in academic situation. If the previous

experience is cumulative, there are plenty of chances to put forth presumption of SL, “what

he has done in the past is related to what he will do in the future” (Dornyei 117). The

previous reward incites and ascribes the tenacity of success. It attributes learners’

capabilities to outset delineations of learning a SL and is not too intricate as well as affects

desire of learning. It associates learners’ intention of learning and actual motivation.

Positive expectation improves learners’ desire and incites motivation for learning.

Self-confidence: if the general learners refers to the belief that a person has

the ability to produce results, accomplish goals or perform tasks

competently, self-efficacy: a strong sense of self-efficacy enhances

individuals’ achievement behaviour by helping them to approach threatening

situations with confidence, to maintain a task: rather than self-diagnostic

focus during task involvement, and to heightening and sustain effort in the

face of failure, and self-actualisation consistently improves sound

encouragement of positive anticipation. (Dornyei 122)

Positive attitudes towards learning with previous success/reward are certainly

mitigating the fear of failure, which is stronger than the disposition to achieve success. It is

also reasonable to assume that past actions and particularly the way learner interprets past

success and failures determine their current and future behaviour. It motivates to do

something out of their own will than something learners are forced to do. Motivation is “the

desire to do something, and attitude towards language learning” (Gardner 2). Learning is

subsumed with motivation or motivation is subsumed within learning. Positive motivation

91 
 
  
 
geneerates positiive anticipaation towardd success, as
a expectanccy of succeess produces positive

interrest and actiive pursuit of

o success.

4.5.2.1. Arts and sccience perfformance of

o Encouragging Positivve Anticipa
ation
t
through Prrevious Exp
perience
The graaphical pictuure (Figuree 12) clearly
y brings upp that the rrespondentss’ attitude

towaard “Encouuraging Positive Antiicipation th

hrough Preevious Expperience” (S
Str 2) is

admiinistrated byy the researrcher to enhhance motivation for leaarning Engllish.

15.7
Science
15.6
Mean Values

15.5 Arts

15.4
15.3
15.2
15.1
Pre Test
T Post Test

Figure- 12
ndents in prre test and ppost test is varied. In
The mean valuees score by arts and sciience respon

motivational strategy.
addittion, both respondentts have diffferent percceptions abbout this m

Desppite the sam

me strategyy has admiinistrated for
fo these reespondents, their adop
ptions are

distinnguished ass the strateggy affects arts

a respond
dents who scored loweer in pre tesst, and the

meann value is 15.15. It is accepted

a by science resspondents inn pre test, aand the meaan value is

15.66. Their perrformance is

i affiliatedd to motivatiional strateggy and it ennhances theeir writing

skills in pre testt. Thus, it is

i proved thhat Str 2 hass widely inffluenced thee science resspondents

than arts responndents in pree test.

Str 2 haas influenceed science respondentts in pre teest. But, it is not affeected arts

respoondents. While
W comparring with sccience respo
ondents’ meean values, arts’ perforrmance of

influuencing Str 2 is very low. Arts respondents

r s’ motivatioon is not m
maximised to
t science
92 
 
  
 
learners, because their intention of learning is not stimulated by this strategy whereas both

respondents’ keenness of learning has enhanced by different orientations. Str 2 has not

manipulated much inspiration to arts respondents in pre test (mean value is 15.26). In

contrast, the same respondents’ motivation is improved in post test than arts respondents.

The respondents’ stimulation to accept motivational strategy is gradually increased as their

pre test mean values have maximised in post test (mean value is 15.33), thus their enhanced

performance shows that they have improved at post test. In order to enhance proficiency in

L2 these learners have adopted Str 2.

4.5.2.2. Gender Difference in Encouraging Positive Anticipation through

Previous Experience

16 Pre Test
15.8 Post Test
Mean Values

15.6
15.4
15.2
15
14.8
14.6
Science Male Science Female Arts Male Arts Female

Figure 13
The above diagram (Figure 13) indicates that the male arts and science respondents

have improved motivation for learning L2 with their increased mean values of 14.66 and

15.43 in pre test and 15.46 and 15.56 at post test. Male respondents of science have positive

response about admitting “Encouraging Positive Anticipation through Previous Experience”

in post test which points out these respondents’ language learning ability are forwarded to

controlling motivation as well as furnished good result in L2. The male arts respondents are

able to grab the present motivational strategy to enhance ongoing interest on learning the

L2. It gives grip from previous experience, when the respondents practiced to remember

93 
 
  
 
past experience and took over to present learning. Their persistence is maximised personal

desire of learning and finally their motivation for learning English language has improved in

pre test.

The decreased mean values of motivational strategy in pre test of male arts

respondents’ emphase that their drive for learning L2 has not manipulated actual intention.

Their fear of failure has increased to affect actual motivation which enhances to persist the

hope on positive anticipation through previous experiences. Further, arts male respondents’

attribution toward sustaining factors of motivation might be conquered by demotives. But,

these respondents have improved motivation at post test as the mean value of 15.56 is

higher in final test. The respondents accepted their actual knowledge in L2 and rectified

previous mistakes, their intention of learning is enhanced through accepting the Str 2.

Female arts respondents increasing mean value of 15.63 at pre test has revealed that

their gravity towards the Str 2 is very strong. Since the motivational strategy is introduced

to these learners, they have mutual clutches on it, which manipulates predominant intention

on learning and mitigates dynamic cumulative motivation on that. On the result

predominant acceptation of, previous experience cumulates incentives of L2 as to increase

present motivation on doing tasks followed by activities. In this regard, female arts

respondents’ acceptance of Str 2 maximises motivational techniques to rectify dynamic

fluctuation and got good result. But, the same techniques do not affect much in post test and

the mean value of 14.96 has decreased for female arts’ respondents. It reveals that female

learners have lost clutches on previous experiences and they have minimum expectation on

success. It uncovers that anticipation of male and female are distinguished. Both male and

female arts respondents have different notions about writing skills and they have

distinguished techniques to motivate themselves and sustaining their motivation on L2

learning.

94 
 
  
 
4.5.2.3. Standard Deviation of Encouraging Positive Anticipation through

Previous Experience

The table 7 represents those rising and falling values of standard deviation of the

respondents’ affective stages of Str 2 (Encouraging positive anticipation through previous

experience). The decreasing standard deviation value of 2.12 at post test shows that arts

respondents have sufficient progress after using the Str 2 than science respondents. In

addition, male arts respondents liked to remember past experiences in order to put forth

effort for upcoming goals identified through the value of 1.81 at post test. But, their female

counterparts’ increased value of 2.38 at post test shows that their L2 writing is not

developed by Str 2.

Strategies Pre-test Post-test

Arts Male 2.48 1.81
Arts Female 2.04 2.38
Science Male 2.25 2.94
Science Female 2.21 2.36
Arts 2.30 2.12
Science 2.25 2.65

Table 7

4.5.3. Improving Satisfaction in Language Studies

It is difficult to know that whether a learner has sufficient skills in language studies.

Because, the known skills do not lead to proficiency in language learning. An action is done

successfully when the learner knows that he/she has enough skills to achieve that. Indeed,

Gardner and Lambert state that “the success in mastering a second language depends on a

particular orientation on the part of the learners reflecting willingness and desire of” (14)

that is the impetus /strive of satisfaction. In contrast, contentment of learning determines

success in that action. So, learner’s sufficient knowledge of language plays vital role in

95 
 
  
 
language study rather than fulfilling exercises in L2. According to Devaki Reddy, “when the

learners become keen on improving their performance, learning becomes an end in itself”

(45). Activities and exercises are furnished in the syllabus to reach the abilities of the

learners, because “achievement, satisfaction depends on the learners and their readiness for

the task” (Reid 16). In Motivation for Achievement: Possibilities for Teaching and

Learning, Alderman states that in order to enhance learners’ feasibility in SL, “teachers

have a primary responsibility in education to help students cultivate personal qualities of

motivation that can give them resources for developing aspiration, independent learning,

achieving goals, and fostering resiliency in the face of setbacks” (A 3), and to make the

classroom atmosphere reliable for them, because “learned helplessness” become a chronic

hurdle for them. Further, satisfaction of the learner is considered as more important than

teacher.

It is the fact that when the learners are able to finish a task autonomously, their

stimulation regarding language learning is maximised. Alderman firmly believes that “past

experience enhance stimulation and right goal to future” (7). Proficiency of language is

differed from individual’s capability of acquiring, knowledge, willingness and desire

towards SL. These components shape the learners goal as concrete and constant drive. In

Human Motivation, Vernon emphasises that “action and desire are determined by attempts

to achieve and maximise pleasure and to avoid or eliminate displeasure or pain” (2). A right

goal may not be deviated from the affiliation of goal related activities and association of

“mind and body” (Atkinson 7) whereas rational thinking about how to success perceived

goal. When the decision ensures that taken action for goal attainment does not have bit falls,

action orientations are strengthen the significance on that/ success.

In contrast, multiple goals are expected to think differently as well as do actions in

different directions within schedules. It is not easy for every learner because, high

96 
 
  
 
intelligent learners can think differently and acts according to that simultaneously, but low

and medium intelligence cannot do that easily as “what may be easy for one person to

understand cannot be so for another” (Wlodkowski 79). It is considered that easy and simple

exercises do not make much difficulty to reach the goals. Working for single action delivers

enough time, confidence and high intention, it does not reduce contentment on decided goal.

Which increases learners’ self-belief for working a goal, and their self-belief about

knowledge of SL, further improves satisfaction on language studies.

In addition, when learners ensure that they personally like to do activities in SL, and

learning SL for their satisfaction definitely improve. Intelligence and proficiency are varied,

likewise, acquisition of second language also varies, usages/understanding of language is

distinguished for each learner, some learners are good in vocabulary, some speaks fluently,

some writes well, some good in grammar, but only a few learners have all the components

correctly. So, learners might be known about their level of proficiency in SL. If they fail to

understand, their leaning will become meaningless/ unsuccessful. And, satisfaction at LLT

and atmosphere are unanswered. Indeed, learners are satisfied, when their

activities/exercises are done successfully. It is also considered that SL learners are

succeeded with positive anticipation alone. Dornyei elucidates that “learners do things best

if they can succeed, similarly, they learn best when they expect success” (D 57). Anxiety

and negative feeling about proficiency of SL are the powerful barriers to block the

successful path in SLA. Anxiety consists of fear that leads to affect interest of learning,

progress in learning, intrinsic power of learning, and persistence of learning.

4.5.3.1. Arts and science performance of Improving Satisfaction in Language

Studies
The diagram (figure 14) states that difference between the motivational strategies of

the respondents. It reveals that the adoption of present motivational strategy (Str 3) is varied

97 
 
  
 
from science respondents than their female counterparts. Their adoption and usages are

distinguished significance when the science respondents’ pre test means values has risen up

to 13.25, while comparing with arts value 12.91, it is higher. Further, it describes that

science respondents are satisfied about their present proficiency of language and it has

maintained their motivation. They are able to produce sufficient improvement in beginning

13.3
Science
Mean Values

13.2 Arts
13.1

13

12.9
Pre Test Post Test

Figure- 14

level and got stimulation to learn what they do not know. When the learners are capable of

understanding what they have to improve in L2 that leads them to know about their

proficiency of language. Through the result of understanding present knowledge in L2, they

have manipulated sufficient inspiration to develop further skills in that language.

Self-confident action enhances learners’ attention on undergoing any work. The arts

respondents had adequate mentality to acknowledge their capability of L2 that generated

their ample power of inducement to sustain motivation and minimises affecting factors of

motivation to produce effective writing in L2. In spite of having multiple goals, single goal

has generated multiple doors to attain the successes and improved approaches to learning

for these learners. Arts respondents have unshakable inspiration to learn L2 and their mean

value 13.1 are increased in post test.

4.5.3.2. Gender difference in Improving Satisfaction in Language Studies

The figure 15 describes that the respondents’ flux of motivation by the influence of
98 
 
  
 
Str 3 (Improving Satisfaction in Language Studies). In science, male respondents’ approach

14.5
14
Mean Values

13.5
13 Pre Test
Post Test
12.5
12
Science Male Science Arts Male Arts Female
Female

Figure 15

to the present motivational strategy has increased in post test. It presents that the learner’s

responsibilities are forwarded from pre test value of 13.13 to post test value of 14.1. The

respondents are able to control anxiety of learning such as fear over failures, fluctuation of

goal attainment. These respondents have taken sufficient inducement to sustain pleasure of

learning and maintain keenness in doing activities in L2 in order to enhance satisfaction

regarding L2 learning.

The gradual progress of mean values in pre and post tests of these respondents are

described that fluctuation of attitude towards L2 has sustained by self-satisfaction of

continuing steps forwarded learning and justified affecting factors of motivation to acquire

L2 writing. But, in contrast, female science respondents’ attitude toward Str 3 has negative

of male counterparts. Female respondents are influenced to improve happiness on learning

to develop in small level in post test, the mean value is 12.4, as the learners lost intention in

present learning as well as persisting attitude to reinforce keenness of L2. Str 3 has

developed their motivation to write well in pre test, the mean value is13.36. Male and

female respondents have different approaches to possess satisfaction of learning through the

99 
 
  
 
present motivational strategy.

Mean value, 12.03 of male arts respondents’ pre test is lower, as the learners have

low satisfaction and motivation to enhance learning L2. The respondents’ motivation about

learning is lower in rank. In contrast, the same respondents’ approach on present technique

has increased in post test (mean value is 13.03). They are happy about what they have done

in present activities that enhanced inspiration which lead them to learn on L2, and sustained

satisfaction in learning.

The female respondents of arts have different thoughts. Their motivational strategy

is increased by the present technique in pre test as they have felt happy about present

knowledge of L2 proficiency. Likewise, female respondents’ performances are forwarded in

post test, mean value is 13.16. It shows that female respondents of arts are dissatisfied and

their intention of learning may not be satisfied by the success they faced. Male and female

respondents have distinguished notions about Str 3 and their L2 writing is also varied.

4.5.3.3. Standard Deviation of Improving Satisfaction in Language

Studies

Strategies Pre Test Post Test

Arts Male 2.95 2.56
Arts Female 2.34 2.32
Science Male 2.92 2.38
Science Female 2.18 2.22
Arts 2.78 2.42
Science 2.56 2.43
Table 8

The above table gives the detail values of standard deviation of respondents’

performance related with the usages of Str 3 in pre and post tests. The arts male and female

respondents have progress in writing. Their post test standard deviation values 2.56 and

2.32 are decreased than pre test values 2.95 and 2.34. Science male learners’ decreased the

post test value 2.38 which shows that their L2 writing has improved. But, their female

100 
 
  
 
counterparts’ increased post test value 2.22 projects that they have not improved in present

learning as well as their proficiency of L2 is low. Eventually, science and arts respondents

have satisfaction in using the third strategy to improve their level of acquiring the L2

besides acceptance of the present strategy is varied between arts (post test value 2.42) and

science (post test value 2.43) respondents.

4.5.4 Diminishing Demotivating Motives

Demotivation is not exactly opposite to motivation but, it affects actual motivation

of doing an action. Dornyei firmly believes as “demotivation is the negative counterpart of

motives” (142). It comes from external and internal forces or inducements. Yet,

demotivation cannot completely eradicate total motivation of an individual/learner. Indeed,

“demotivated learner is someone who was once motivated but has lost his or her

commitment/interest for some reasons” (D 142). Demotivation is emerging through

“demotives”, which affects by motivation.

The motives are coming from external forces, when it affects internally. Similarly,

motives are emerged from internally. When the learners are affected for small mistakes

even it is rectifiable in the next session by the teachers or group members, their negative

attitude towards SL is induced. This depressing or pessimistic behaviour slowly takes away

the presence of the learners in SL and that leads to failures in doing activities/ exercises.

Further, the failures in SL increase non-achievement, demotives reinforce his/her negative

attitude more powerful.

Compulsion in SL is another component of demotives. It is the fact that mandatory

actions are never to be ended in success. Brophy points out in Motivating Students to Learn,

“compulsion and competition are more coercive than motivational when participation is

mandatory” (142). The mandatory actions toward SL activities/exercises are made the

101 
 
  
 
learners’ desire inconsistently and loosening persistence on SL. It leads to low achievement.

In a nutshell, “achievement depends on the learners and their readiness for the tasks” (Gavin

16). This inconsistency develops low instigation [“people seldom learn when they cannot

understand” (Wlodkowski 79)] as well as generates rigorous aggression in learning. It

reinforces enmity among learners and rapport of teachers, and students come down. This

leads to limited interaction among the learners. When the learners do not have informal

communication there is a chance to have open comments regarding fatigue comments of

classroom activities.

Feedback is an integral part of learning which is not considered as the final stage in

learning. But, as a source of support, guide to monitor and bridge to achieve the desired

learning outcomes. Negative feedback about language proficiency cannot mingle with and

challenges hope on own skills as well. It initiates lack of self-confidence. In SL, self-

confidence plays vital role. It boots up motivation for doing preferred goals with full effort.

Unless the learners’ confidence is a challenging question, their taken efforts of SL come

into smoke. In addition, open comments and lack of confidence are directed to unsuccessful.

Fear is another motive of demotivation which is researched in almost every language

learning work/field. It may be the cause of negative counterpart of positive motivation. It

lacks opportunities to carry out SL tasks. Outside attraction is the next component of

demotivation. Outside attractions are considered as powerful demotives, it diverts not only

learners’ concentration on present learning but also diminishes motivation in SL tasks such

as previously done homework, repeating the same activities, first language songs or videos,

sudden impels, intangible rewards and attractive prizes.

4.5.4.1. Arts and science performance of Diminishing Demotivating Motives

The picture (Figure 16) describes the present motivational strategy “Diminishing

102 
 
  
 
15
14.8
14.6

Mean Values
14.4
Science
14.2
Arts
14
13.8
13.6
Pre Test Post Test

Figure 16

Demotivating Motives,” (Str 4) which is administrated for 120 arts and science learners.

These respondents’ motivational strategies are varied through the mean values. They have

scored in pre and post tests. It is evidently showed that these respondents have distinguished

opinion about the Str 4 besides their motivation increased. Despite the respondents are

administrated and practiced the same technique to enhance motivational strategy to develop

proficiency in L2, they have different approaches to acquisition of L2 and sustain attitude to

it. In addition, their affecting factors of motivation to sustain dynamic changes of behaviour

are controlled by persisting inspiration of learning.

Demotivating factors of language learning such as negative attitude, compulsion,

lack of self-confidence, and lack of opportunity are gradually rectified by arts respondents

in pre test. They have maintained spur of learning through eliminating demotives. The

remedies are preserved actual motivation which reduces less strengthening of inducement in

learning. It maximises mean value 14.25 as high in post test. Anyhow, arts respondents have

variation in present motivational technique in pre and post test, their motivational level has

improved gradually.

Science respondents are able to accept Str 4 since it was introduced in pre test. Their

capabilities of maintaining inspiration on acquiring L2 are affected by demotives in pre test

103 
 
  
 
and post test. The respondents’ inducement of motivation is maximised by the result of

demolishing open comments, outside attraction and compulsion of learning. When

compulsion of learning is replaced by strengthening intention, attitude towards learning has

scored sound result in pre test 14.08 and, it is gradually increased in post test 14.86.

Eventually, the respondents are consistently improving persistence of writing L2.

Demotives in present learning has demolished as science respondents’ responses are helped

to eliminate demotives. Both science and arts respondents’ attitude towards Str 4 are

enhanced which elucidates that their motivation in present learning is improved through

diminish demotivating motives.

5.5.4.2. Gender difference in Diminishing Demotivating Motives

The figure 17 describes the respondents’ increased motivation by the fourth strategy:

Diminish Demotivating Motives. Male science respondents’ demotives were diminished at

post test. It shows that their attitude towards L2 writing has improved and they were able to

maintain motivation for acquiring as well as maximising proficiency in L2. Further, these

respondents’ have demolished demotives since the technique is practiced. The identified

15.1
Pre Test
14.8
Post Test
Mean Values

14.5

14.2

13.9

13.6

13.3
Science Male Science Female Arts Male Arts Female

Figure 17

104 
 
  
 
demotivations are eradicated by their instrumental orientations of learning. The respondents

do not have sufficient opportunities to prove their abilities in L2, their potentiality of

learning slowly eliminated, which causes minimisation of actual motivation of learning.

The female science respondents’ inspiration on L2 has enhanced at pre test value of

14.53. It improves more in post test value of 14.8 when the respondents are able to

understand that self-confidence in language learning has been enhanced through regular

practice, doable activities in L2. It has evidently proved the intrinsic desire of science

female respondents is actually diminished by their lack of opportunities and fear of failures.

Failure is the antecedent of success, negative attitude of learning is emerged from

compulsion and open comments. If the learners’ capability of L2 is questioned among peer,

the intrinsic desire of learning will diminish and learners’ demotivation can be generated.

When all the factors are negatively affected, these respondents have scored high mean

values at post test and their motivational strategy and proficiency of L2 writing are

enhanced.

Increased mean value of 14.26 of post test shows that male arts respondents’

demotives in second language learning are minimised, and their motivation are sustained for

effective L2 writing. Their desire of learning is enhanced through possessing inspiration of

L2 as the respondents have been slowly diminishing antecedent of motivation. While

comparing with pre test mean value of 13.76 the respondents’ motivation are improved to

acquire a second language. Desire of learning cannot be distracted and any demotivating

factors may be controlled by persistence of learning. It shows significant difference between

pre and post test motivational strategy.

The male counterparts of arts shows interest on diminishing antecedent of learning

L2, their mean values of 13.76 in pre test have been interpreted that these learners are able

to sustain motivation for doing any actions further keenness of actions lead to achieve
105 
 
  
 
anything quickly by suppressing demotivations. In fact, the elimination of demotives proves

that maximisation of motivation at post test value of 14.26 by same respondent and female

learners are stimulated to eradicate anti-counterpart of motivation and mitigated negative

attitude.

4.5.4.3. Standard Deviation of Diminishing Demotivating Motives

Strategies Pre Test Post Test

Arts Male 2.62 2.71
Arts Female 3.34 2.72
Science Male 3.04 2.82
Science Female 3.03 2.77
Arts 2.98 2.69
Science 3.04 2.43

Table 9
The above table 9 states that the respondents have scored values of standard

deviation respectively in pre and post tests. It is evidently created that the present strategy-

“diminish demotivating motives” has demolished demotives in L2 learning and reinforced

intrinsic motivation through instrumental orientations such as rewards and benefits to create

effective writing in English of science and arts respondents. Furthermore, post test value of

male respondents of science 2.82 shows that they have improved L2 writing. The increased

value of arts male 2.71 indicates that their motivation is diminished. As a result, their L2

writing is not effective. Female arts and science respondents’ decreased post test values of

2.72 and 2.77 shows that they have improved L2 writing through implementing Str 4.

Eventually, arts and science’s demotives are eradicated to improve L2 writing. Their post

test values are 2.69 & 2.43 respectively.

4.5.5. Reinforcing Learning Requirements

It is the fact that need is the basic element to initiate an action. In a nutshell, need

plays pivotal roles to complete the same action. In SL, learners are practicing/preparing

multiple tasks (exercises) in order to learn the language. Searching and referring make the
106 
 
  
 
goal nearer to them. An impetus desire of study actually improves motivation which is the

actual power of sustaining the need and, Wlodkowski explains as “desire is the basis of

survival which is the natural human process for directing energy to accomplish a goal” (2).

The desire of doing an action is enhanced through different strategies especially used in

particular work. In addition, thirst may be satisfied by not only water but also with some

liquid materials, the actual desire of learning SL does not give up the decided actions to

finish up the need. When a response to a stimulus is followed by a satisfying state of affair

the connection between stimulus and response is strengthened, besides, “learning is a matter

of developing cognitive expectations of what led to what in a given environment. This

required experience but not rewards” (Atkinson 15).

It is not wise to offer rewards as primary incentives to motivate students to do things

that you want them to continue to do on their own. Since what are the achievements and

rewards offered for seeking the need is just placed in secondary alone. But, the ultimate aim

of proficiency is made to travel from one achievement to another. Instrumental orientations

toward learning SL facilitates language competency even to difficult tasks. Dornyei and

Atkinson support that instrumental and external regulation “correlates the antecedent

variables of perceived autonomy and competence as well as with the consequence variables

of intention to pursue language study” (D 77) in The Psychology of the Language Learners

and “a successful outcome in this particular real life activity is clearly instrumental to future

opportunities” (A 116) in An Introduction To Motivation.

Instrumentality comes through enduring desire of attaining goals in SL and learners’

initial intention of achieving something through attaining that language. In other words,

attaining beneficiaries to SL, for instance, scoring good marks, getting recognition from

group members and getting secure job in future. Besides, the necessity of learning SL at

classroom and academic purpose exert increased in intention and mitigates affecting factors

107 
 
  
 
of motivation to learn. In contrast, “learners go to great length to avoid tasks when they do

not feel that they may not be successful” (V 103) is advocated by Vito. Atkinson postulates

“a need as construct standing for a tendency which organises behaviour in such a way so as

to transform an existing, unsatisfying situation in a certain direction” (Atkinson 76). The

necessity to acquire the SL in order to handle the situation as do not affect recognition, self-

respect, and rapport with colleagues and teachers reinforces to learn. That holds positive

attitude to learn SL. The positive attitude improves collaboration with the peer and

stimulates to work hard for getting priority.

4.5.5.1. Arts and science performance of Reinforcing Learning Requirements

The diagram (figure 18) describes that the respondents have progressed in post test

as the mean values indicate. Despite both respondents have shown improvement, they were

extended enough motivation to learn English writing. Pre test values of 13.66 and 14.83 and

post test values of 14.85 and 16.06 project that both respondents have improvement since

pre to post test studies. The arts respondents scores more marks than science respondents.

Besides, arts respondents are ready to reinforce learning requirement that reinforces their

motivation and regulates fluctuation of action towards L2 writing, at once with the effect of

reinforcing motivation cultivates to construct good essay in English. In addition, the Str 5 is

adopts by both science and arts respondents in order to have L2 writing proficiency.

16.5
16
Mean Values

15.5
15 Science
14.5 Arts
14
13.5
Pre Test Post Test

Figure- 18
108 
 
  
 
4.5.5.2. Gender difference in Reinforcing Learning Needs

16.5
16
Mean Values
15.5
15
Pre Test
14.5
Post Test
14
13.5
Science Male Science Arts Male Arts Female
Female

Figure 19
The above picture (figure 19) shows that male science respondents’ positive

attitudes towards learning the second language are enhanced through the present strategy:

reinforcing learning needs (Str 5). The respondents believed that positive attitude of

learning L2 consistently improves their intention of learning as well as it sustains positive

anticipation of learning environment. When the learners’ expectation comes true as there are

plenty of opportunities to secure their life in L2, desire of learning becomes positive and

reinforces motivation toward learning. Pre test followed by post test mean values of 13.63

and 14.53 are maximised and they are stimulated to learn. Science female respondents’

motivation of learning L2 is enhanced when they have actual stimulation about L2 at pre

test value of 13.7. Besides, necessity of learning reinforces inspiration to carry out tasks and

activities forwards by positive expectations through learning L2 at post test value of 15.16.

Increased mean values of male arts respondents show that their instrumentality of L2

writing. When the learners are exposed to L2, their score on L2 are improved. Male

respondents give much importance to benefits of learning a second language. Despite the

mean value of 14.00 of pre test fails to show much progress, post test value of 16.4 has

showed more significance, as the respondents’ necessity of learning reinforces efforts on

instrumentality. Similarly, when positive attitude, sound stimulation, instrumentality and

109 
 
  
 
necessity of learning writing have improved female respondents of arts, their motivation for

learning L2 get positive result and it has increased from pre test value of 14.96 to post test

value of 15.73. Male and female respondents increased proficiency of L2 writing and

motivational strategy through accepting the Str 5 and male arts respondents’ attitude

towards Str 5 have improved significantly.

4.5.5.3. Standard Deviation of Reinforcing Learning Needs

Strategies Pre Test Post Test

Arts Male 3.28 2.37
Arts Female 2.60 3.18
Science Male 2.72 2.99
Science Female 2.50 1.91
Arts 2.97 2.80
Science 2.59 2.50
Table 10

The able 10 illustrates that the respondents are motivated to L2 writing. Their

decreased post test values are 2.80 and 2.50 respectively. But, science respondents’ progress

on L2 is more remarkable, as the value is 2.50. Science and arts respondents have

improvement in learning L2 through implementing the present strategy. Science female

respondents post test value 1.91 show more enthusiasm than male. Male arts respondents’

post test value 2.37 shows that they have improved L2 writing than their female

counterparts. It elucidates that arts female learners’ L2 writing is not effective than their

male counterparts.

4.6. Comparison of Motivational Strategies

The table 11 shows that the result of “Pearson Correlation”, which is run by SPSS

16 for Windows. It is perceived that all five difference motivational strategies have a

remarkable place to improve the respondents’ L2 proficiency. But, their contributions

toward developing five different components are varied. Out of five strategies, the

110 
 
  
 
respondent’ cohesion, coherence and sequence of idea are improved by Str 1. Their

significant values are .033, .042 and .107 respectively. The positive values elucidate that the

respondents have shown positive note to develop sequence of idea. The respondents have

improved cohesion of L2 alone through the second motivational strategies (Str 2). The

positive significant value of .026 projects that Str 2 has improved cohesion of writing.

Similarly, the effect of Str 4 has improved only a component of L2 writing, i.e. sequence of

idea. The positive significant value is .016. It implicates that the L2 learners have been

practiced Str 4 to develop the last component of writing. It further associates that the

learners have close reliance with the strategy to maximise L2 proficiency. In a nutshell, the

respondents firmly have arranged idea in a sequence manner. The positive same values of

.038 for cohesion and sequence of idea project that the respondents have been motivated

through the third strategy (Str 3). Indeed, Str 5 has improved the last two components of L2

writing. They are coherence and sequence of idea. The significant values are .001 and .104

respectively. It proves that the respondents have improved sequence of idea than coherence.

As a result, the contribution of Str 5 is too high in developing effective writing for second

language learners. It shows that there are significant differences between motivational

strategies.

Correlations
Sequence of
Vocabulary Punctuation Cohesion Coherence Idea
Vocabulary 1
**
Punctuation .597 1
** **
Cohesion .589 .655 1
*
Coherence .212 .016 .037 1
Sequence of
.253** .147 .238** .170 1
Idea
Str 1 -.039 -.050 .033 .042 .107
Str 2 -.118 -.158 .026 -.138 -.037
Str 3 -.039 -.037 .038 -.110 .038

111 
 
  
 
Str 4 -.125 -.137 -.017 -.112 .016
**
Str 5 -.159 -.274 -.153 .001 .104
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Table 11
4.6.1.Arts and Science

Correlations of Arts

Sequence
Vocabulary Punctuation Cohesion Coherence of Idea
Vocabulary 1
**
Punctuation .626 1
Cohesion .503** .646 **
1
Coherence .109 .041 .045 1
Sequence of
.335** .475** .529** -.091 1
Idea
Str 1 -.112 -.039 .146 -.186 .011
Str 2 -.327* -.329* -.161 -.214 .069
Str 3 -.180 -.182 .011 -.169 .074
Str 4 -.215 -.278* -.018 -.097 .002
Str 5 -.266* -.259* -.099 -.084 .131

*. Correlation is significant at the 0.05 level (2-tailed).

Table 12

The table 12 elucidates that Str 1 and Str 3 have improved the arts learners’ L2

proficiency. It proves that Str 1 and Str 3 have developed the respondents’ cohesion (.146,

.011) and sequence of idea (.011, .074) in English essay writing. The positive significant

values of these two motivational strategies are remarkable in arts learners. But, the other

three strategies such as Str 2, Str 4, and Str 5 have developed only one component i.e.

sequence of idea. The values are .069, .002, and .131 respectively. It shows that the arts

respondents’ English essay writing has strong sequence of idea. It is proved that there is a

significant difference between the motivational strategies practiced by the arts respondents.

The table 13 shows that the results of Science respondents’ “pearson correlation”. It
112 
 
  
 
shows that the five difference motivational strategies have developed the L2 learners’

English writing skills. The present study has five different components to assess the

respondents’ writing skills. They are vocabulary, punctuation, cohesion, coherence and

sequence of idea. The increased positive significant value of .240 shows that Str 1 has

improved the science learners’ coherence in English writing. The other positive values of

.043, .034 and .168 prove that the respondents have improved vocabulary, punctuation and

sequence of idea. It confirms that science learners’ writing becomes effecting through the

adaptation of Str 1 than other strategies. Indeed, the other strategies have improved

vocabulary (.036), cohesion (.176) and sequence of idea (.083), Str 2 and Str 4 respectively.

The positive values of .091, .103 and .058 show that science respondents’ vocabulary,

punctuation and cohesion have been developed through Str 3. It is proved that the science

respondents have influenced different strategies to improve effective writing in English.

Correlations of Science
Sequence of
Vocabulary Punctuation Cohesion Coherence Idea
Vocabulary 1
**
Punctuation .619 1
** **
Cohesion .671 .673 1
**
Coherence .366 .210 .105 1
Sequence of
.201 -.083 -.027 .405** 1
idea
Str 1 .043 .034 -.051 .240 .168
Str 2 .036 -.032 .176 -.075 -.131
Str 3 .091 .103 .058 -.033 .014
Str 4 -.055 -.086 -.045 -.076 .083
Str 5 -.035 -.159 -.164 -.030 -.026
*. Correlation is significant at the 0.05 level (2-tailed).

Table 13

4.6.2.Male and Female

The table 14 shows that there are significant differences between motivational

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strategies of male respondents. The Str 1 has developed all the five components of these

learners. The positive significant values of .064 (vocabulary), .018 (punctuation), .088

(cohesion), .166 (coherence), and .171 (sequence of idea) indicate that male respondents’

L2 writing is effective. Their proficiency of L2 is improved than other four strategies. Str 2

and Str 4 have developed the respondents’ cohesion and sequence of idea. Str 3 has

improved punctuation and cohesion of the male respondents. Str 5 has developed only a

component i.e. sequence of idea. Eventually, it is proved that male learners are mostly rest

on Str 1 to improve their writing skills in English.

Correlations of Male
Sequence of
Vocabulary Punctuation Cohesion Coherence Idea
Vocabulary 1
**
Punctuation .553 1
** **
Cohesion .555 .579 1
*
Coherence .281 .061 .039 1
Sequence of
Idea .280* -.006 .233 .146 1

Str 1 .064 .018 .088 .166 .171

*
Str 2 -.003 -.017 .272 -.053 .030
Str 3 -.026 .006 .137 -.219 -.025
Str 4 -.148 -.147 .056 -.279* .076
Str 5 -.048 -.217 -.002 -.024 .189

*. Correlation is significant at the 0.05 level (2-tailed).

Table 14

The table 15 projects that there are significant differences between motivational

strategies of female respondents. A set of five motivational strategies have been practiced

for these learners to improve English writing. The strategies are used to improve five

different writing components of L2. They are vocabulary, punctuation, cohesion, coherence

and sequence of idea. Str 3 and Str 5 have developed the coherence and sequence of idea in

English writing. The positive significant values of .042 and .128 in Str 3 and .030 and .014

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of Str 5 display that female respondents’ effective writing has these two components

mainly. The respondents’ cohesion and coherence have been improved by Str 1 and Str 4.

The positive significant values are .002 and .072 respectively. It is proved that different

motivational strategies have influenced the respondents to improve effective writing in

English.

Correlations of Female
Sequence of
Vocabulary Punctuation Cohesion Coherence Idea
Vocabulary 1
**
Punctuation .652 1
** **
Cohesion .624 .749 1
Coherence .131 -.030 .026 1
Sequence of
.223 .318* .237 .191 1
Idea
Str 1 -.137 -.132 .002 -.070 .059
Str 2 -.239 -.324* -.203 -.221 -.097
Str 3 -.044 -.103 -.039 .042 .128
Str 4 -.099 -.127 -.086 .072 -.043
Str 5 -.286* -.341** -.312* .030 .014

*. Correlation is significant at the 0.05 level (2-tailed). Table 15

Table 15

4.7. Analysis of Interview

Both formal and informal interviews were conducted with second language learners

of arts and science undergraduate level of male and female.

Undergraduate level learners’ interest on accepting English as a second language

and background knowledge about the language were observed by the researcher. The

researcher also observed the capabilities of learners in writing and their present motivation

in learning English. Further, the respondents’ interaction skill with other learners in English

is observed and, their proficiency in English writing is testified with some activities.
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The interviews were conducted in both formal and informal ways. Respondents were

full-fledged to answer the questions of the researcher in informal way of interview. In

informal way of interview, they were convenient about personal interest regarding learning

English. Through informal interview, it was concluded that undergraduate learners have

intention to learn English as their second language for fulfilling some needs. Yet, their

actual intention in learning is sometimes diminished by some external forces. Their

persistence of enhancing proficiency in second language writing is minimised. The present

teaching method in writing process is not reinforcing, enthusiastic and motivating.

In the formal way of interview, methodology of teaching in classroom was observed.

The respondents revealed that the method of teaching for writing has some lapses, as the

learners have mother tongue interference, in order to sustain ideas in L2 they require a

classroom discussion, which is denied in the present classroom. Teachers’ feedback about

undergraduate level learners’ previous failure lead to persist motivation on learning. Lack of

awareness and opportunities on second language did not put forth effort in L2 writing.

4.8. Conclusion 

This chapter has presented, analysed and interpreted the qualitative data. The

prominent aim was to postulate detailed fact about the gathered data during the field work.

The anticipated outcome of the questionnaires, the pre test and post test results were

completely presented in the chapter. The detailed observation about classroom teaching and

learning process and persisting undergraduate level learners’ motivation for L2 writing was

brought out in the chapter. Furthermore, respondents’ formal and informal interviews were

portrayed.

This chapter also elucidates that the five different motivational strategies and

clustering or mapping method to improve the respondents’ proficiency in English writing.

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 Chapter V

Analysis and Interpretation of Data- Part II

5.1. Introduction

This chapter describes the interpretation and analysis of collected data. It elucidates that

proficiency of L2 writing has improved from pre test to post test. Furthermore, each writing

component’s detailed description has been presented. It also defines the components of writing

and the students’ practice of the same to improve their writing abilities.

5.2. Pre Test Analysis

5.2.1. Vocabulary

A language is an association of lexical, morphological, and syntactic with sequence of

ideas and meaning aptly connected through suitable words. Therefore, words and their

meanings play important roles in any language. It is considered that letters form words, words

into phrases, then, sentences, sentences to paragraph. Vocabulary governs meaning of a text. It

means not only the number of words a learner knows but also their meaning, and roots (word

family). Number of words a learner knows do not help alone. So, it is considered to learn a

word as well as its root According to Tickoo, “knowing a word entails more than knowing its

meaning or what it stands for” (190). So, words and its roots are considered as better learning.

It reinforces the formation of words from its root through affix, noun to verb, verb to noun,

adjective, adverb and participles, etc.

The word gaining and formation of words certainly support to generate more words,

sentences and acquire the language thoroughly. The possibility of mastering word formation at

the lower grade is a question, as the mature learners find it is difficult to learn word formation.

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Learning the words and their origins are certainly enhanced one’s proficiency of language and

its usages. In Teaching and Learning English, Tickoo advocates that “good language use relies

greatly on adequate stock of words” (T 190). Like other elements of language, vocabulary plays

vital role in language learning.

In L2 learning, the significance of vocabulary is inevitable because learner’s knowledge

about vocabulary governs the language acquisition, and often seen/known words initiate

intention to learn and constitute lexical pattern of SL thereafter, grammar of the same language.

There are relationships between understanding first and SL. In Fundamental Concepts of

Language Teaching, according to Stern, “meaning of second language vocabulary interprets

through translation equivalents in the first language” (S 298). The vocabulary of a language is

associated with understanding of that language, and inappropriate vocabulary leads to

misunderstanding of meaning. Indeed, learning a word depends on its usages rather than

remembering the word. Even though, it is difficult to remember foreign words for most of the

learners, task and activity helps to improve it. Since remembering is the inevitable aspect in

language learning, sound memory quickly brings up numerous words/vocabulary.

Word knowledge mostly consists of meaning. It is certainly related with actions and

scenes, for instance “get” meaning of this word differs from place to place. “Get” indicates that

entirely different sense of meaning in “get me a cup of coffee” and “do you get me?” of these

two sentences. Meanings of words are mostly co-joined with situations and references. In fact,

lexical knowledge is central to the acquisition of SL, it is governed by vocabulary knowledge.

In creation of lexical items, it necessitates at least a single syllable word. So, “vocabulary is

shown to have much more than knowledge of a single word” (Stern 3). Words are acquired

through incident, situation, place rather than instantaneously. Stern defines that “words that do

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not fit with context are dropped from consideration” (96). Lexeme is a minimal meaningful unit

of a language, which employs to know about vocabulary. It is believed that “lexical phrases

comprise a considerable part of a persons’ total vocabulary” (Stern 101). Words are not isolated

unit of language. They are interconnected with system of a language. The system of language

distinguishes vocabulary (words) into two. They are receptive (unknown words) and productive

(known words). The words that can be easily formulated in written form are productive

vocabulary. The words that the learners heard and read alone are receptive vocabulary.

The following are the vocabulary at pre test.

Popular, boxer, repute, determination, great, training, encourage, suffer, numerous, attacking,
territorial, lieutenant, champion, trophy, studying, mentioned, cricket, legend, bowler, scored,
inspiration, medal, award, achievement, practice, announcement, moment, coacher, childhood,
retirement, scientist, unmarried, carrier, premier league, exceedingly, occasion, opponent,
striker, teammates, partnership, intention, fracture, club, audience, transparent, experimental,
investigation, nuclear, Happy, worry, quarrel, responsibility, affection, poor, rich, sadness,
surprise, congratulation, somewhat, implement, infrastructure, democratic, agriculture,
deserve, decision, etc.

Spelling is the inevitable aspect of vocabulary. Acquiring spelling of L2 is considered

as not too easy, because even adult learners are committing mistakes in spelling. There are

three valid reasons for spelling mistakes in SL. They are i) writing does not happen frequently

ii) usages of word are limited iii) remembering words. The respondents have committed some

spelling error in pre test. For instance, meat is instead of meet, bourn is spelled instead of bone,

cemester is wrongly spelled for semester, striching is instead of stitching, and prise is for prize.

The table 16 explains that the vocabulary score secured by male and female science

respondents in the pre test. Male respondent’s mean value of 10.37 is lower than female

learners. It shows that female respondents have good vocabulary knowledge than male learners.

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 Vocabulary-Science
Gender Mean Std. D Std. E
Male 10.73 2.434 .444
Female 11.07 3.095 .565

Table 16
Their performance in written test is better. The increased value of standard deviation 3.095 and

standard error value of 0.565 are shown that female learners’ L2 writing is not effective than

their male counterparts.

Vocabulary-Arts

Gender Mean Std. D Std. E

Male 11.17 3.395 .620

Female 11.17 2.493 .455

Table 17

The table 17 describes that arts respondents’ vocabulary score in the pre test. The mean

value of 11.17 is equal for both male and female respondents. They have produced suitable

vocabulary for the essays. Male and female respondents’ vocabulary knowledge is equal. The

decreased standard deviation value of 2.493 and standard error value of 0.455 are indicated that

female respondents have produced effective essay than their male counterparts.

5.2.2. Punctuation

The word “punctuation” and its importance is inevitable in language learning. The word

“punctuation” is derived from the Latin for “point” (Webster 30). It indicates a mark which

separates words or phrases in sentence to produce meaning and structure of words. In other

words, some specific marks constitute the language effectively. Punctuation is understood

through intonation, raising and falling tones, transition and pause in speaking. But, special

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marks are required to set in right places in order to make the reader to understand what the

writer has written. In addition, lack of punctuation leads to misunderstand the text as well as do

not make a complete sense. The great poet Edgar Allan Poe emphasises the importance of

punctuation as “...the writer who neglects punctuation, and mispunctuates is liable to be

misunderstood” (Webster 37).

Punctuation seems to unite sentences as to give clarity for the reader and facilitates the

readers’ proficiency toward the text. The relation between words or phrases, sentences and

intended texts, interrogations, exclamations, and special expressions are enhanced through

punctuation marks. The primary purpose of punctuation is to separate, unite, terminate,

transact, identify, and grammar of the text. Different punctuations have different roles in the

structure/formation of language. There are two punctuation marks used in this research, they

are Quotation marks and Apostrophe.

5.2.2.1. Quotation Marks

Quotation marks are commonly used in any type of writing to submit that those, certain

quotation, are someone else idea which is used to substantially prove that the present writers’

scholarship is authentic. They are used to indicate that supportive ideas in essay writing. In fact,

they are setting off what one said, proverb and what is previously remarked. They are placed to

show special phrase, highlight the text, indicates the title besides special titles of the texts. The

functions of quotation marks are wide.

a) Direct quotation or Special text

Direct quotation is mainly used by the writer to mention plain text or phrases directly.

The respondents firmly used to bring out some previously used words to indicate their suppoti-

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-ng ideas. These respondents reinforced proverbs to point out their writing. The following are

the direct quotations, used by the respondents in the pre test.

While describing about the achievements and rewards of some sport persons, the

respondents bring out proverbs, they are easy to understand and reinforce their ideas with solid

meaning. They have utilised “Practice Makes the Man Perfect” to support Sachin Tendulkar’s

achievement in cricket, Ronaldo’s victory in football, Mary Kom’s achievement, Virat Kholi,

Yuvaraj and Dhoni, and for some scientists’ such as C.V.Raman, J.C.Bose, Ramanujam, Abdul

Kalam, Albert Eisten. They have used the proverb with proper double quotation marks and the

quotation ends with either a full stop or comma according to the nature of the sentence.

With the intention of writing about a sport person, the respondents mentioned Sachin

Tendulkar as “One Man Army” to ascribe his full fledged contribution to every match winner

and stands on the field. Further to show that he is an all-rounder. The special text is drawn to

support as well as to indicate the respondent’s interpretation of their favourable cricketer.

Wrong usage Appropriate correct form

My favourite sport person is Saching Ramesh
Tendulkar who is the “One man army” in
Indian cricket.
For his inventions of, “Scattering of light”
and “Raman Effect” after his death he was
awarded noble prize...
He believed strongly thinking about “failure is
the stepping stone of success” throughout his
life.
My favourite sport person is Saching Ramesh
Tendulkar, who is the “One man army” in
Indian cricket.
For his inventions of “Scattering of light” and
“Raman Effect” after his death he was
awarded noble prize....
He believed strongly thinking about “failure is
the stepping stone of success”, throughout his
life.

The respondents’ first sentence (in the left column) does not carry a comma before the

relative pronoun “who”. So, it is considered as wrong. Similarly, the respondents have wrongly

used a comma before the quotation mark “Scattering of light”. The respondents have not

separated the quotation mark with a comma in the third sentence. It shows that the respondents

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are unaware about usages of punctuation in direct quotation in pre test.

5.2.2.2. Apostrophe

“Turning away” is the meaning of the Greek word “Apostrophe”. It is the easiest as well

as the confusing punctuation marks, as it has contraction functions. Contraction means reducing

or removing marks in order to show some specific indications. Besides, apostrophe requires

more conscious usage, because improper use leads one to misunderstand the sentence as well as

the context. If an apostrophe is misplaced after the plural noun in place of singular noun,

certainly the meaning of context is differed. For instance, “that player’s performance”, if the

apostrophe is misplaced here the entire meaning will be changed.

The place of apostrophe marks are varied according to singular and plural nouns, if the

above example is plural noun, the apostrophe mark is placed after “s”, as “that players’

performance” furthermore, an apostrophe mark can confuse the reader when it is used to omit

word, for example, “It’s already done”. This sentence may be read/ understood in two forms a)

“It is already done”. And, the second one is b) “It has already done”. The first sentence belongs

to present tense and the second sentence comes under present perfect tense. In addition,

confusion in omission of word leads to misunderstanding of the context. Therefore, this

punctuation mark has lot of rules and regulations in writing. Mainly there are two functions for

this punctuation. One is indicating ownership i.e. possessive, and the second is contraction.

a) Possessive or Ownership.

The word “Possessive” or “Ownership” means the subject belong to whom, what, and,

relates with what. The punctuation “apostrophe” comes with the word “s” before the mark. In

singular nouns the punctuation- apostrophe mark comes to indicate the possessor, in order to

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confirm the possessor, it is necessary to add a punctuation mark- apostrophe and “s”.

Sachin’s records in cricket...

The world’s greatest cricketer....
Ronaldo’s skills made him to distinguish from other...
Madrid club insured that Ronaldo’s leg for four hundred and twenty crorer,
APJ’s vision is “Twenty-Twenty”.
...grandmother’s laugh made others to laugh at least for few minutes...,
My father’s job is to encourage us to study well and score good marks in every examinations....

Wrong usage Appropriate correct form

Dhoni’s and Yuvaraj’s partnership scored in
the world cup match lead Indian team to...
Internet’s and computer’s link to the world...
Jawaharlal Nehru’s and Indira Gandhi’s
congress party lead to India in a path of...
Dhoni and Yuvaraj’s partnership scored in the
world cup match lead Indian team to...
Internet and computer’s link to the world...
Jawaharlal Nehru and Indira Gandhi’s
congress party lead to India in a path of...

The first table shows that the respondents are able to punctuate for singular noun. But,

their knowledge regarding punctuation for plural nouns, sentences in the left column (second

table) are not improved at pre test. The respondents are committed mistakes to identify the

ownership of plural nouns. They have wrongly marked apostrophe as Dhoni’s and Yuvaraj’s,

Internet’s and computer’s, and Nehru’s and Gandhi’s.

b) Contraction or Omission.

The word “contraction” itself shows the reducing or slimming down. In other words, a

mark stands for something, besides a mark is taken to a place in order to do or show the duty of

a word or few words. Omission or contraction of words is occurring at a spoken language. The

usage of contraction in writing is merely limited.

Wrong usage Appropriate correct form

.... due to these, we don’t want to go and ask .... due to these, we do not want to go and ask
for any information from anybody... for any information from anybody...
It’s offering chances to easily shop through It is offering chances to easily shop through
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online. online.
If he feels for that failure, he can’t be able to If he feels for that failure, he cannot be able to
succeed. succeed.
We can share our feelings and fears to our We can share our feelings and fears to our
friends because they don’t stab us from friends because they do not stab us from
behind. behind.

The sentences, in the left column, show that the respondents are much influenced on

spoken form of L2. In other words, they are unaware of the difference between spoken and

written form of the language. They have omitted and merged the words in the preceding

sentences of left column. It reveals that the respondents have lack of knowledge about omission

and contraction in L2 at pre test. It is considered that the usages of don’t, it’s, and can’t are

inappropriate for the sentences.

Punctuation-Science

Gender Mean Std. D Std. E

Male 9.97 2.141 .391

Female 10.07 2.852 .521

Table 18
The table 18 shows that the respondents’ performance about using punctuation marks

at pre test is distinguished between male and female science learners. The varied mean value of

10.07 shows that female respondents are able to produce better punctuation marks than male

respondents. The increased standard error value of 0.521 shows that female science respondents

have not performed well in presenting the quotation marks than their male counterparts. In

science stream, male respondents’ have utilised apostrophe, comma and quotation marks higher

than their female counterparts in L2 essay writing. The standard deviation value is 2.141.

Punctuation-Arts

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 Gender Mean Std. D Std. E

Male 10.30 2.731 .499

Female 10.97 2.109 .385

Table 19
The table 19 elucidates that female arts’ learners essay writing is better than their male

counterparts in pre test regarding punctuation mark. The increased mean value of 10.97,

decreased standard error value of 0.385 and standard deviation value of 2.109 are confirmed

that female respondents have presented comma, apostrophe and quotation marks properly.

Male counterparts are able to write English essay with punctuation marks but not equal to

female respondents. They have scored average marks for direct quotation and omission of

apostrophe.

5.2.3. Cohesion

Writing is inevitable in SLL (Second Language Learning). It is considered as an

effective tool to learn the language effectively. It shows one’s depth of knowledge in language.

Essay writing is important in academic studies which is also unavoidable since schooling.

Further, most of the educational courses are come to an end with written examinations. Though

a learner speaks, listens, reads in a language, his written communication determines whether he

knows the language thoroughly. Proficiency in writing states the ability to create his/her

notions and thoughts to reach without any hindrance. Indeed, proficiency of SL has many

defects such as mother tongue interference, lack of vocabulary, lack of sentence formation, lack

of grammatical knowledge, lack of connection between sentences, improper logical ideas, non

sequence sentence and paragraph, and syntactical errors. An essay is considered effective, when

it contains sound vocabulary, punctuation, cohesion, coherence and sequence of idea.

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 Cohesion is essential in writing as it connects ideas of sentences at surface level. Ideas

are generated through one’s logical reasoning of something to display sequence of meaning or

reason. They may not be considered as apt, if it is unsuitable for the place. Why, because, ideas

are generated, it is quite simple to understand, that ideas can reach the reader easily and reduce

the puzzle in writing. Logical ideas are created, when an attention is needed. Generation of

notions are differed in first and SL, due to inadequate language of connections. Any idea

cannot be considered as good, if it lacks of connectivity, in other words connective devices of

language.

A text has sufficient ideas and connection among them, relation between their meaning

contains pivotal role, as Jungok Bae states in Cohesion and Coherence in Children’s Written

English: Immersion and English Only Classes that “relation of meaning and idea exist within

the text” (B 51). Meaning gives the actual structure of ideas. Even though two sentences have

ideas and do not have logical meaning or relation between the ideas, and meaning of idea is not

interrelated the sentences and the text should not be taken for further reading. Meaningless

sentence creates a chronic obstacle for further ideas. Ideas and their meaning must be

interconnected with each other. Higher ideas and meaningless sentences always distract logical

reasoning of the readers. Meaning of individual sentences and their relation with further notion

of sentences certainly give structure of language and stimulates the learners’ enthusiasm on

reading. With the absences of connective devices in L2 the ideas are puzzled often.

Conjunction, reference, substitution, repetition, ellipsis are the most used connective devices in

language.

Idea and meaning possess prominent role in making of a sentence. The role of

interpretation gives thread for connecting ideas and meanings. While interpreting a text, ideas

127
and meanings must be shown relation. If the relation between these two goes beyond the reach

of knowledge [i.e. explaining less relevant matter to the given ideas along with meaning], idea

becomes meaningful through the choice of words. When the learner knows the word and its

meaning, he/she chooses to write in L2, SL vocabulary as well as its meaning the writer knows.

Halliday and Hassan support words and its meaning as “cohesion is partly expressed through

vocabulary” (H 5) in Cohesion in English. Interpretation stimulates to have connection of

choosing words along with their meaning and collocation. Discourse of meaning governs

formation of words. Words that give the shape for idea at sentence level than connects with

meaning further interpretation of forms.

Cohesion concerns connection within a sentence, connects meaningful sentence,

sentences with meaning, further connects individual sentences. Sentences are connected with

connecting devices or cohesive ties. Substitution, ellipsis, repetition, collocation, reference, and

conjunction are familiarised cohesive ties in writing.

In this research only three cohesive devices are used to assess the writing of L2 learners.

5.2.3.1. Reference

i) It makes the link between sentences at surface level ii) it makes relation with meaning

of related sense.

Pronominal, Proper noun, Demonstrative, and Comparative are the main elements of

reference.

a) Pronominal: he, she, his, her, they, theirs, we, us, they, them etc.

Mary Kom, Indira Gandhi, Kalpana Chawla Sachin Tendulkar, Abdul Kalam, Christiano
Ronaldo, MS Dhoni, Albert Eisten, C.V.Raman, Ramanujam, Kamaraj, Servant

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...she still has the courage..., know her reputation..., medal for her country.., her parents..., he
belonged to..., his inventions..., he founded..., they can..., they know their...,they also know...,his
one day..., say him as ..., government honoured him..., before his mane..., for his invention...,
under his captaincy ..., he made his entry..., he used to have..., their partnership..., his
helicopter shot.., audience expect from him..., His youth life..., we are...,they know... treated
him..., her childhood...,they finally..., makes her to..., took themselves..., their needs..., take us
indeed..., internet in their studies..., his name..., she could... her dolls..., both of them.., asked
them to pour..., his effort.., their contribution..., everything for us...,

The above table shows that the respondents appropriately used pronominal with at pre

test. It reveals that nouns are exactly connected with pronominal and gives coherence for the

essay.

b) Proper and Common nouns

Proper noun is the name of particular person, place or thing. It always begins with

capital letter.

The following are proper and common nouns used at pre test by the respondents.

Mary Kom, Sri Jagadish Chandra Bose, Kamaraj, Mahendra Singh Dhoni, Chandra Sekara
Venkata Raman, Cristiano Ronaldo, Jharkhand, Mumbai, Thirucherapalli, Portugal, Spain,
England, Srilanka, India, Sergio Romas, Wayne Roone, Atheco mardid, Indira Gandhi, Nehru,
Cricket, Football, Captain, Trophy, Chidambaram, Father, Mother, Sister, Brother, Uncle,
Kapil Dev, President, Bangladesh, December, July, New Zealand, Fernando Toves, Kalpana
Chawla.

c) Demonstrative: this, that, these, those

The following demonstratives are identified at pre test.

...this is proved..., that is why.., that plant.., this was done... this fame..., this made a great...,

129
that stage.., that time..., this team.., that one..., that he has.., this juncture.., that she could.., this

honour.., this methods..., those used..., this makes..., these toys... these players... those ideas...

d) Comparative: same, similar, small, big, bigger, little, like,

The following comparatives are identified at pre test.

...like fences...., like nature..., had same cell phones..., same thing happened... small brother...

small village... big brother... younger sister/brother..... as sachin... like dhoni...

5.2.3.2. Conjunction

It gives grammatical cohesion in texts, which shows relation between sentences.

There are four sorts of conjunction; they are additive, adversative, casual and temporal.

a) Additive: and, or, by, bye the way

The following additives are identified at pre test.

....play and have.., her determination and with..., parents and teachers..., family and people...,
each and every step.., breathe and reproduce.., grown by the..., spoken by...attracted by..., father
and younger brother..., make food and provide..., written by his father..., ..., reputed by any
teachers..., known by the whole..., day by day..., world cup and IPL.., wicket keeper and a
good..., attitude and approach..

b) Adversative: however, rather, but, yet

The following adversatives are identified at pre test.

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....good batsman but he is not a good bowler..., but they confused..., yet he did not like... but
my father..., rather nature..., friends rather discuss..., however computers are...

c) Casual: so, thus, therefore, thereafter, consequently

The following casuals are identified at pre test.

.....so he joined..., thus she made a..., so he acting..., thus interpret shows..., so he is
acting..., consequently the cricket...

d) Temporal: before, and, than, then, now, after

....before joining the team..., now he is studying..., more than one usages..., than any
other..., meals before and I..., last year the match..., then she shifts.., now I am..., than
this attractive..., till now markers... than India team...

5.2.3.3. Repetition

It restates the same lexical items in a later part of the discourse. It has two sub divisions,

they are i) synonym and ii) antonym

The following words are repeated in pre test.

During, during, freedom fighters, foot ball, Chennai team, scientist, goal keeper, wicket keeper,
political, his strength, father encourage, cinema, acting
i) Synonym

The respondents have framed appropriate meaning for some words in pre test.

Words Appropriate correct meaning

Investigation Search
Famous Popular

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Previous last match,
Inspire grow stronger
Champion Trophy
Sample Example
Independence free from colonial rules
Enjoying Happy
Love happy family
Captain leading person
ii) Antonym

The table shows that the respondents have drawn opposite meaning for some words.

That they have used in pre test essay writing.

Words Appropriate opposite meaning

Partner Opponent
Failed Reputed
Transform not change
Happening Accidentally
Experiment Blasted
Worried Succeed
Failure Cooperated
Strength Failed

Cohesion-Science

Gender Mean Std. D Std. E

Male 11.43 2.239 .409

Female 11.77 2.459 .499

Table 20
The table 20 explains that science learners are distinguished in L2 writing. As the

respondents belong to various streams of science, their knowledge about cohesion on writing is

differed at pre test. The respondents are able to write in L2, yet, they have difficulties on

cohesion. The difficulty is identified not only for male respondents but also for their female

counterparts. The male respondents’ decreased mean value of 11.43, standard deviation value

of 2.239, and standard error value of 0.409 are shown that they have cohesion in essay writing

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than female learners.

Cohesion-Arts

Gender Mean Std. D Std. E

Male 10.30 2.366 .432

Female 10.60 1.694 .309

Table 21
The table 21 describes that female arts learners’ essay wiring has improved cohesion

than their male counterparts. The decreased values of standard deviation and standard error are

1.694 and value of 0.309 respectively. The increased mean value of 10.60 projects that female

respondents’ L2 writing is effective in pre test. These learners’ L2 writing has logically

connected sentences. But, their male counterparts have less logically connected sentences.

Their mean value is 10.30, standard deviation value is 2.366 and standard error value is 0.432.

As cohesion differs between male and female learners, there is a significant difference between

arts and science respondents.

5.2.4. Coherence

Learning a language is mastering the components of that language and entails to

mastering the building blocks of language. Mastering the language means mastering the

language skills such as listening, speaking, reading and writing. Writing is considered as the

most difficult skills of language learning. It constitutes one’s knowledge of language which can

be expressed thoroughly in written form. When it comes in SL, writing has mastered the three

skills, speaking comes through imitation, listening and reading come through interest. Writing

is possible after learning words and their meaning, word formation, grammar and usages of

words. Besides, effective writing can be produced only through apt vocabulary, punctuation,

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cohesion, coherence and sequence of ideas are aptly joined together.

Coherence of writing is made up of concept. The concept might be combined with

ideas, and ideas are joined with central concept of the text to make the readers to understand

what the text is about. It is understood that when the ideas of text are not correctly connected

with concept, coherence is denied. In Cohesion, Coherence and Expert of Writing Proficiency,

Scott and Danielle have identified that “coherence allows the reader to make connection

between the ideas in the text” (S 3). Concept and ideas are only joined through individual

sentences. Therefore, sentence is a group of words that must make coherence to text. When a

sentence is logically connected with other sentences as well as with the concept of text, it gives

coherence. Cohesion is connected with cohesive devices and coherence of text is rather

connected with ideas and concept of the text. The words and phrases are required to connect

with a single idea in other words, fragment and words never flow logically with the concept,

and similarly some irrelevant phrases make the ideas away from the text. Every writing is

required a topic sentence that topic sentence must carry a single idea so sentences should have

relation with the topic, and topic sentence is considered to create sequence of sentences and

coherence for the text and ideas. Indeed, “without coherence a set of sentences cannot form a

text” (Tanskanen 16).

his inventions are very popular

his inventions became the cause for many other inventions
the discovery of Raman effect was not an accident but was the result of prolonged and patient
research extending over a period of nearly seven years.
Albert Eistein is known as the father of all modern science is my favourite scientist
his invention of theory of relativity...... grow stronger day by day
my favourite sport is cricket. My favourite sport person is Indian cricket player M.S.Dhoni
he is an Indio-American and got nobel prize for chemistry in 2010.
…she is an Indio-American astronauts …in her childhood days she used to draw about
aeroplanes, earth and star…

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 The respondents’ coherence has improved, as the above sentences are connected with

surface level to a favourite person. But, their coherence at idea level shows that they have lack

of sequence in connecting ideas.

Respondents have basic coherence for describing about sport person with necessary

connectives and logical sequence of ideas from sentence to sentences further context and its

subject is neatly connects together.

he is the master blaster also, god of cricket, smiled ever in filed, role model, first match against
Pakistan, 100 centuries, highest scorer
...Indian cricket team captain, ...wicket keeper, goal keeper previously, good batsman,
attacking right handed middle order, lieutenant, greatest finisher, has won many champion
trophies, helicopter shot, Chennai team, captain of Indian cricket team, led India to
international world cup, won world cup of 2011, Ranchi.
football player, belongs to Portugal, he plays in the famous football club of Real Madrid,
the country of Spain, .....Manchester United...
golden gloves, further his leg is insured for 620 corers by Real Madrid..., he is the man with
very strong striking skills..., treated him as the junior king of football....

The above sentences are neatly connected with the topic sentence “sport person”. To

interpret the sport person the respondents have integrated the first, second and further sentences

neatly. It shows that sentences are broken at surface level. Besides, their favourite persons’

achievements, rewards and records in matches are reinforced with “god of cricket, first match

against Pakistan, wicket keeper..., golden gloves...” certainly linked with succeeding sentences.

It brings up they have coherence at surface level at pre test.

Coherence –Science
Gender Mean Std. D Std. E

Male 11.87 2.874 .525

Female 12.17 3.163 .578

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 Table 22
The table 22 shows that male science’ learners have higher coherence in essay writing.

Connection of ideas and their meaning with present context is higher, gathering together of

phrases is also higher, and their writing becomes effective than female counterparts. The

respondents have variation in mean, standard deviation and standard error values. The values

are 11.87, 2.874 and 0.525 respectively. The variation of value shows that male respondents

have committed less error than female learners. The increased mean value of 12.17 indicates

that female respondents have produced essay in L2. But, their writing has less coherence than

male counterparts.
Coherence-Arts

Gender Mean Std. D Std. E

Male 10.70 2.818 .515

Female 11.00 2.491 .455

Table 23

The table 23 elucidates that female arts respondents’ essay writing has sufficient

coherence. It is higher than male counterparts. The decreased values of standard deviation

2.491 and standard error 0.455 displayed that female arts respondents have less error on

coherence of sentences i.e., logical connection of text. The increased mean value of 11.00

shows that female respondents’ writing is not effective than male counterparts. There is a slight

difference between arts male and female respondents’ L2 writing. There is a lot of connection

of sentences and their meaning with further sentences only for female respondents. The

increased standard deviation value of 10.70 and standard error value of 0.515, and decreased

mean value of 10.70 projects that male respondents’ L2 writing has less coherence.

4.2.5. Sequence of Idea

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 Second language learning is forming an association. “Form” means framing

elements of that language, association means association of words and ideas. Words in the

sense single, multi- fragment or phrases, which includes noun, pronoun, adjective, adverb,

verb, conjunction, preposition, auxiliaries, articles, particles, and sentence pattern, form of

sentences [i.e. direct, indirect, active, and passive], and ideas in the sense of action, events,

situation and thought. SLL is slightly combined with first language environment, the first

language situation is actually transformed to SL, but the grammatical pattern and sentence

pattern is differed, each language has a unique pattern of grammar and sentence pattern.

Mastering of language is possible only after acquiring the rules and reducing the barriers of

language besides, regular practice of that language. Mastering of language comes from the

knowledge about form rather than rules of language, as “all languages are easier to learn by

practice than form rules” (Stern 78).

Formation of sentence and process of sentence framing are playing inevitable

component in communication of language which is incorporated by proficiency of language.

Communication integrates knowledge of language a learner has and his ability of express that

language fluently in order to make the receiver to understand the message. But, communication

may not be fulfilled merely with “the memorisation and repetition of phrases and practicing of

sentences” (Stern 294). Effective communication involves/retains both words and sentences

which should be combined together with a single idea coherently. Coherence comes only after

the worthiness of cohesion in sentences. Cohesion can be made with cohesive ties.

Communication requires a lucid idea, which is formed by coherence of points and sequence of

context. Effective communication is only possible with sequence of ideas that is the

combination of cohesion and coherence. In other words, low combination of sentence deceives

cohesion i.e. lack of connectivity, and lack of connection between sentences and their ideas
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lead to low sequence of ideas to the text. Therefore, it denies meaningful sentence and blocks

communication when a text has lack of sequence of ideas.

In writing, the combination of cohesion and coherence require more activity to form the

ideas/text in order. In Effective Writing, Moore defines that “the confused ideas cannot be

integrated by any devices” (M 153). Writing is a process, meaning of writing involves more

actions than convey message. It is unique in writing that conveys a message. Without a

concrete message, it is not considered to form discourse of meaning. A text is actually emerge

with words, and sentences with both meaning and idea. Writing is a “meaning creating process

rather than an instrumental process of convey message” (Westwood 35).

Sentence is the actual powerful tool to express the meaning of text and idea clearly.

According to Moore, “sentence is an effective device to convey message and information”

(106). A sentence is actually begins with capital letter and ends with a full stop commonly. The

distance between capital letter and full stop makes the reader to find out/ know what actually

the sentence is, and what is the purpose of sentence, and what does tries to say about and so

forth. For instance, if the sentence is the beginning sentence of a text, it must carry the topic

sentence and certainly gives the thread of what the full paragraph is going to be and it must

induce the reader to read further. It is due to the way in which the ideas are developed in the

form of sentences. Since the words or phrases and fragments give shape of a sentence, the idea

governs the writer’s relation with the reader. Despite, the idea arrests readers’ attention, the

importance of sentence is not lower than that, so it is advocated as “sentence is the device by

which a writer expresses a complete idea” (Hinkel 298). Similarly, with the help of cohesive

ties a sentence becomes complete as well as it transfers ideas through coherence by joining the

ideas to sentences and sequence of points is critically made.

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Mary Kom is the most popular boxer in India...,
...she even brought a silver medal....,
Kalpana Chawla was my favourite scientist..., followed by she was an Indio-American
...she was a science research who researched about science experiment...
...she is the only child of her parents...
...she does some experiments in science...

The respondents’ first sentence for the question of a “sports person you know” gets the

attention of reader, and what the writer is going to say about. But, the second sentence does not

get that much attention, as the sentence has low coherence. The sequence of idea is not

connected rightly. Lack of cohesion and coherence of sentences leads to low sequence for the

essay. The sentence has coherence and it shows the single idea that the respondent is going to

write about the astronauts (Kalpana Chawla) is clear. But, the following phrases are collapsed

and directed the idea from space researcher to science researcher, and why her parents opposed

to become a astronauts is neatly clarified in last two sentences.

...he makes a part of house for physic laboratory

...part of a house as a laboratory and worked with improvised apparatus. The British
government honoured him in 1929 as “Sir”, but he did not like to use it before his name...,
...he was played in another England football club..., then he changed to... there he joined with
Spain players...,
who won the world cup for India in the year of 2011..., his highest score is 183 runs in ODI...,
...his style is helicopter shot..., ...wicket keeper in Indian Cricket team..., but lost sequence in
...he was very much interested in cars... he owns around 24 cars by his own....

While writing about C.V.Raman, his place of birth, where he belongs to, date of birth,

his invention of Raman Effect, the sentence has linear narration and it has sequence of the ideas

in a linear manner. But, why he has rejected the honourable title “Sir” is forcefully joined in

text, which makes lack of sequence for the idea. Like that Cristiano Ronaldo’s biography and

achievement are quite clear, got sequence of idea till to finish. But why Ronaldo has played for

England football team is not lucid, besides he joined with Spain players has lost series of ideas.
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But his winning of golden gloves has joined with the idea which is not fragmented.

Similarly, M.S.Dhoni’s achievement in cricket has sound sequence of idea in the last row of

column.

Sequence of Idea-Science

Gender Mean Std. D Std. E

Male 12.10 2.746 .501

Female 11.90 2.578 .471

Table 24
The above table 24 shows that in science, female learners have high sequence of ideas

in pre test with decreased standard deviation value of 2.578, standard error value of 0.471 and

mean value of 11.90. Their essay has better sequence in ideas than their male counterparts. The

learners have basic cohesion and grammatical patterns for the essay and the learners are already

familiar with L2 writing since schooling. They have some basic difficulties to draw on

coherence between sentences. By the poor result of coherence on text, their ideas have low

sequence. Besides, while comparing with science male learners, their female counterparts have

high sequence on English essay writing. Male respondents’ increased standard error value of

0.501, standard deviation value of 2.746 and mean value of 12.10 shows their series of ideas do

not have much mistakes and they are able to create sound sequence after gradual practice.

Sequence of Idea-Arts

Gender Mean Std. D Std. E

Male 13.87 2.417 .441

Female 13.67 2.123 .388

Table- 25

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 The table 25 shows that female arts learners have high sequence of ideas in L2 writing.
The low values of mean 13.67, standard deviation 2.123, standard error 0.388 show that they

are able to produce sound idea in writing besides those ideas have arranged logically with

sequence and the readers are able to understand the text easily as it does not deviate from the

central point of the essay. But, their male counterparts have less sequence of ideas. Their

standard deviation and standard error values are 2.417 and 0.441 respectively. It shows that

these respondents’ writing had cohesion and coherence on text with central idea but the idea

they have used for the entire essay is fluctuated in some places. So, they have missed sequence

on writing. In other words, connections of sentences are missed from the actual thought of the

essay. In conversion, the high mean value of 13.87 supports that male respondents have

coherence of idea at surface level.

5.3. Post Test Analysis

5.3.1. Vocabulary

Vocabulary development refers to the knowledge of stored information about

the meaning and pronunciations of words are necessary for communication. It is important at

primary level to read and to constitute the next level. Sound reading and exact pronunciation

play pivotal roles in primary level, because a learner understands the meaning of word, when it

is correctly pronounced. If a student does not know the meaning of the word, it makes him

difficult to check the meaning that fits. In Teaching and Learning English, Tickoo explains that

“knowing a word involves that more than knowing its meaning” (T 190). Besides, “unknown

words that lack any connection to the learner’s known words might have different connections”

(Chacon 3). SL acquisition agrees that vocabulary is made up of a variety of forms, such as

morphemes, both free and bound combinations [i.e. derivatives, compounds, idioms, i.e. unit

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that cannot be reduced or changed, and whose meaning cannot be retrieved from individual

meanings of that component].

Vocabulary can be formed into two aspects, i) active and ii) passive. Active vocabulary

creates from incoming and outgoing activities, reading and writing, for instance. While reading,

learner sees many words, and their structures, it makes him/her to think and try to connect with

similar/ other situation. It tries to combine with first language words’ meaning and collocation.

In Key Issues in Teaching and Learning Vocabulary, Schmit identifies that “most second

language learners already know a vast number of concepts from their previous first language

and general knowledge of the word” (27). While speaking learner speaks many words and

sentences, sometime unknowingly produce some words by chance of mispronunciation of

words.

Phonology is the basic aspect of producing words. It is also considered to the generation

of vocabulary. Further, it helps to remember words and enhances word power as well as creates

basic sense to vocabulary development, and produce words while associating with the words

(roots).

Association of words and its form determine vocabulary. Words are intercultural and

localised, association of words are formed while communicating with people for example.

When SL is spoken among vernacular language people, there are chances to generate new slang

in SL. This phonetically cumulative action leads to use same sound words rather than same

words in further conversation with effect of consciousness. Additionally, the embedded

discussion about a known topic involves spontaneous association of words. Undergraduate

level learners produced computer oriented words such as information, interconnected,

accessible, chatting, e-mail, video, google, yahoo, and globalisation in “discussion” and pre-

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writing”.

Remembering previous experience is a boon for formation of words. Learning a word is

actually interlinked with past experiences. In Teaching English to Speakers of Other

Languages, Nunan explains that “meaning of a word depends on to be remembered, over what

period of time and in what circumstance it can be recalled” (42). It is not easy to remember all

the words the learner read or utilised recently or previously as exactly. But, the occasion he/she

has used the words are mostly unforgettable. So, the similar incident reinforces the usages and

contexts of the words. Such experience stimulates to think about vocabulary. Previous

experience helps to generate new words as well as formation of words further it opens room for

guessing.

Guessing occurs when external activities are stimulated to think, and helps to recall

meaning of the same word. While hearing a word there are number of words came to mind, it is

mainly determined by two features, a) comparing with situation b) guessing (clues stimulate to

guess). Nuan has a different opinion that “the important factors of affecting guessing are the

similarity between the learners’ first language and second language” (392). Experimental

experience confirms forms and meanings of word. In addition, interpretation helps for

formation of words and their meanings.

Vocabulary involves interpretation of systems and series. Interrelated words are easy to

remember than others “vocabulary is a series of interrelating systems and is not just a random

collection of items” (Gairns 105). The child language learning begins from mother, generally

kids remember those who often meet him/her for instance, mother, father, and domestic

relatives (brothers and sisters, and grandparents at home) these persons are directly connected

with the kids. The direct connections of words have series of relation with lexeme and word

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formation further it extends memory, words are easily acquired. Words that have series are easy

to collect for certain context. While writing an essay about sport person more than half number

of learners has chosen cricket- Sachin Tendulkar and MS Dhoni. The vocabulary they have

used apt to the essay, such as Premier League, world cup, score, filed, captain, captaincy,

practice, retirement, coach, teammates, skipper, wicket keeper, champion, trophy, partnership,

fracture, injury, and some special phrases are one man army, god of cricket, role model.

The respondents’ chosen vocabulary for the question about family heaven, mutual,

affection, happiness, sympathy, love, poor, rich, sadness, and consist are apt for the context.

Heaven is the word used to interpret quality of family, love and affection to describe their

cordial relation with family members, rich and poor to indicate the status of family. Further,

lexemes for sport personality as one man army shows their collocation, discourse and system of

series and the phrase god of cricket exactly indicates language awareness. Sociology,

philosophy, anthropology, demographic, compassion, resources, globalisation, reciprocate,

quality, transition, exceedingly, accessible shows their enhanced vocabulary at the end of the

course.

Repetition is one of the aspects of forming/generating adequate vocabulary. Repetition

of the same word in different context and references provide grammatical context for the SL

vocabulary and, first language leads to understand the meaning of the context. Repeating the

similar situation in SL helps to stimulate intention of seeking words as well as their root. In this

context learners have familiarised the words and their collocations. Indeed, the familiarised

words provide good structure for the sentence. This achievement reinforces intention of SL

vocabulary. The repeating sentences lead to trust the use of the same words in the context such

as kindness, sympathy, help, examination, worship, thrilling.

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 The usage of learnt words in communication has different components, they are i)

known and ii) unknown vocabularies. Known vocabulary leads to create more forms and

syntax. Unknown vocabulary acts as a barrier of writing.

It acts as a bridge to the gap of difficulties to frame sentences. Sentence framing with all

the known words are not easy for all the learners, because, to make sentence, words must fit

with the context as well as the message. Though group of words are combined together to make

a sentence, the sentence becomes meaningful and effective only when it joins together with apt

words. Known words stimulate to think about language and its formation of sentences. But,

unknown word shuts thinking about the language. It becomes a barrier to understand, and keeps

away from affiliation of the language. So, learners’ awareness about words has significant role

to make the learning a meaningful one.

Vocabulary-Science
Gender Mean Std. D Std. E
Male 10.73 2.34 .44
Female 15.87 2.209 .403

Table 26
The table 26 describes that the science respondents’ contribution toward L2 vocabulary

for effective essay writing. The mean values are increased from male respondents to female

(15.87) respondents. Female respondents’ increased mean value shows that vocabulary has fit

to the context. Their writing is not effective than male counterparts. The decreased value of

standard error (0.44) and standard deviation (2.34) shows that male respondents’ vocabulary

has developed at post test and they are able to produce effective essay writing in L2. While

comparing with female respondents, male counterparts have developed vocabulary but, it does

not come close to the level of female learners.

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 Vocabulary-Arts
Gender Mean Std. D Std. E
Male 15.77 1.794 .328
Female 15.63 1.771 .323

Table 27
The table 27 explains that female arts’ learners are more active users of vocabulary for

effective essay writing. The difference between mean values of male (15.77) and female

(15.63) show that male respondents have used more number of meaningful words to frame an

essay within 200 columns. Vocabulary is not only considered as number of words but also with

fitness and aptness to the context and to make an essay an effective one for the readers. The

decreased value of standard deviation 1.771 and standard error 0.328 elucidates that the female

respondents have written effectively than their male counterparts.

5.3.2. Punctuation
The inevitability of punctuation marks in SL is understood and its impact has improved

by the respondents at post test with the effect of motivational strategies practiced in the

course/classroom. The respondents have average knowledge about punctuation marks in the

process of writing at pre test. Their essay writing became effective, when they enhanced

knowledge on punctuation marks and its form. The respondents’ utilisation of punctuation

marks and its different forms are presented with graphical explanation in pre test (4.3.2).

5.3.2.1. Quotation marks

a) Direct quotation.

The second language learners have improved the way of writing quotation marks in the

post test.

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We need to select friends very carefully. We have to remember the proverb that “all that
glittering is not gold.”
Rosevelt says, “friendship with oneself is all important because without it one cannot be friends
with anyone else in the world.”
Vivekanandha says that “show me your friends, I will say who are you.”
Good friends are like “good books.”

The respondents have drawn the direct quotation with that, comma, and no punctuation,

according to the need of the sentences. It elucidates that they have thorough knowledge about

how to use the direct quotation in a sentence. Quotations are connected with “that” in first and

second sentences. And, third sentence is connected with a “comma”. As the words “good

books” are necessary to indicate with quotation, it is not connected/separated by either

punctuation or connective word in the fourth sentence.

5.3.2.3. Apostrophe

Apostrophe has two main divisions they are a) possessive or ownership b) contraction

a) Possessive or ownership apostrophe

He retired from Twenty- Twenty’s cricket in Oct 2013.

The IPL matches’ give opportunities to young cricket players to climb up to international
cricket team.
It is unforgettable in world cricket that is six sixes’ hit by Yuvraj Singh against England cricket
team in Twenty-Twenty world cup.

An apostrophe followed by s shows that Sachin is retiring from Twenty-Twenty without

any confusion and connects to the sentence. Young cricket players are getting opportunities

through “IPL matches” (plural noun) is connected with an apostrophe alone, which is apt to the

sentence. An apostrophe on “sixes” connects to Yuvaraj and England without any confusion.

b) Contraction or Omission.
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We can share our feelings and fears to our true friends because they don’t stab us from behind.
Here, the feelings of love must be reciprocated; otherwise friendship can’t be possible...
Friendship doesn’t exist where tastes are not similar....

The respondents’ contraction or omission is apt to the sentences.

Punctuation-Science
Gender Mean Std. Std.
D E
Male 14.70 2.641 .482
Female 15.10 2.657 .485

Table 28
The table 28 shows that male science respondents have performed well at post test. The

decreased values of standard deviation 2.641 and standard error 0.482 interpreted that male

respondents’ English essay writing is more punctuated than female counterparts. The male

respondents’ essay writing has proper punctuation. In addition, the increased values of standard

deviation (2.657) and standard error (0.485) are shown that male respondents’ have a few errors

on punctuations in L2 writing. But, the increased mean value of 15.10 shows that their L2

writing is effective.

The table 29 identifies that there is a significance differentiation between male and

female arts respondents in L2 writing, especially in punctuation marks with two components.

They are apostrophe and quotation marks. The mean values (14.63, 14.63) are same for both

male and female respondents. In conversely, the decreased values of standard deviation (2.008)

and standard error (0.367) are evidently brought up female respondents have produced error-

free punctuation than male counterparts.

Punctuation-Arts

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 Gender Mean Std. D Std. E
Male 14.63 2.580 .471
Female 14.63 2.008 .367

Table 29

5.3.3. Cohesion
Learning a word is not easy in a second language, though first and SL have relation at

learning level. Acquisition of SL is happening through the transformation or translation of first

language. Therefore, necessity of first language is required at teaching process of

undergraduate level learners. Words and their meaning are considered as two components to

frame a sentence. Words are learning through tasks (writing skill development

exercises/activities), and meaning of words are learnt through regular practice (news paper

reading, speech, dictionary, writing activities). Despite, words are learnt through activities and

regular practice. It is significant to know the meanings of that words, with lack of glossary of

words in a writing one’s writing cannot be improved. In Teaching English to Speakers of Other

Languages, Carter and Nunan state that “learning a word depends crucially on what we mean

by a word, but it also depends crucially on how a word is remembered, over what period of

time and in what circumstance it can be recalled and whether learning a word also means that it

is always retained (42). In order to draw an effective writing, it is necessary to know the word

and its meaning further the formation of words. Formation of word gives structure to the text.

And, repetition of the same word in the sentence with different sense gives meaning for

writing. Similarly, synonyms and antonyms of the words lead to flow of writing as well as give

cohesions for the text.

Since the words have repetition, synonym and antonym present at text in appropriate

place has drawn the attention of cohesion in text. The actual cohesion of a text is not only made

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by the link bondages but also through the meaning of sentence and its meaning. In fact,

cohesion of a text is drawn through the cohesive devices, the ties are actually connecting

individual sentences in pre test. The usages of common and proper noun are not at high. The

autonomy of the meaning may not give cohesion for writing.

The words and their collocations are joined together to frame a sentence. The actual

connection of sentence is formed through grammatical sequences. In Cohesion in English,

Hallliday and Hasan support that “cohesion is expressed partly through the grammar and partly

through the vocabulary” (H 5). The significance of grammar is widely expressed by Base as

“cohesion is more grammatical, formal and explicit” (B 51) in Cohesion and Coherence in

Children’s Written English: Immersion and English-only Classes. It is difficult to understand

the meaning and purpose of writing when a text is created with different grammatical

sequences.

In addition, confusion of subject-verb-agreement may not frame a sentence at all, mixed

use of tenses in a paragraph leads to puzzle in reading. When a text is created with multi tenses

it never shows lucid. It is difficult to connect subject, object and connective devices to a

sentence when it skips away from sequence of grammar. For example, “Arun eats an apple”.

This simple sentence has a subject (Arun) and verb (eat) definite article (an) and an object

(apple). Here the verb is agreed with the subject as it is singular, and the sentence is in simple

present tense so ‘s’ is added with verb, to indicate a (in number) of apple article ‘an’ is carried

in this sentence. Mahindera Singh Dhoni is captain of Indian cricket team, who has won the

world cup in the year of 2011. Human beings cannot live without nature; nature means

everything that is found in mother Earth, except things that are made by men. These sentences

are grammatically correct and meaning is lucid for the readers. Suppose, these sentences are not

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grammatically correct: subject, object, tense are either mismatched or omitted, meaning is hard

to understand.

The relation between subject, object, verb, complement, adverb, articles has significant

roles to produce cohesion of sentence along with cohesive ties. A sentence is mainly based on

sequence of meaning and grammar. It is quite simple to consider cohesion is the basic for

semantic. Semantic is concerned with the relation between meaning and language. Besides,

connect logical sequence of texture, texture refers to textuality which denotes the “property of

being a text” (Azzouz 18). And, it governs cohesion of text along with cohesive ties as well as

present sufficient sequence for that text. It is emphasised as “cohesion-first standard of

textuality, refers to the surface relation between the sentence that create a text, i.e., to create

connected sentences within a sequence. The formal surface of the text component works

according to grammatical forms and conventions (A 18) in Discourse Analysis of Grammatical

Cohesion in Student Writing by Azzouz. Cohesion of text rather depends on words and

meaning than semantic features.

5.3.3.1. Reference

Reference has four main elements. They are pronominal, proper noun, demonstrative

and comparative

a) Pronominal.

The following are the pronominals used by respondents in post test.

It becomes helpful..., we can get from..., bill to come our home..., we used it..., it is not
something..., we should help our..., it was foreseen... to share his joys... they help us... we use
internet... they may hurt you...he retire from..., his retirement from all... internet is a world... it
is powerful...., in this club he plays with..., it gives the men peace..., it is lovely track...

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 b) Proper and Common nouns.

Proper and common nouns are repeated in both pre and post tests.

Sri Jagadish Chandra Bose, Kamaraj, Mahendra Singh Dhoni, Chandra Sekara Venkata
Raman Cristiano Ronaldo, Jharkhand, Mumbai, Thirucherapalli, Portugal, Spain, England,
Srilanka, India, Sergio Romas, Wayne Roone, Atheco Mardid, Indira Gandhi, Nehru, Cricket,
Football, Captain, Trophy, Chidambaram, Father, Mother Sister, Brother, Uncle, Kapil Dev,
President, Bangladesh, December, July, New Zealand, Fernando Toves

c) Demonstrative.

The following are demonstratives used in post test by the respondents.

...these facilities are..., this is the most..., thing that make me..., these days people believe...,
that friendship very important.., this is not possible..., this signifies the need..., this era of
globalisation..., there is no boundaries... that is known in the name..., here the feeling of love...,
those time are memorable...

d) Comparative

Following are the comparatives used by undergraduate level learners in the post test.

...like good books...., like nature..., were same as age..., same incident happens... small toys...
small house... little time spent... small brother... big brother... younger sister... as good... as
sachin... like dhoni... big shot... same dress...

4.3.3.2. Conjunction

Conjunction has four main divisions. They are a) additive b) adversative c) casual and d)

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temporal.

a) Additive

The following are additives presented by respondents in post test.

Play game and search job...., come and tell..., students for search..., beautiful and
everlasting...., lovely track travelled by two... selected by economic..., developed by the use
of.... feeling of love and affection..., sweet and pleasant..., but he got eighty..., accompanied
by...

b) Adversative

The following are adversative produced in post test by the respondents.

...such as hospital school college railway station.., rather ignore the quality of... yet the

discussion.., harassing but lovely... studying well but listening ...

c) Casual

The following casuals are used in post test by the second language learners.

...So many uses..., so faithful..., therefore a greeting card... therefore in future internet...,

more than 10 million computers... thus we concludes... so we can say...

d) Temporal

The following are temporals used by respondents in post test.

Now we play..., now technologies are..., after she went..., after he finished... after the

research..., after my mother..., after kalpana’s parents... last minute without hesitation..., before

he started..., then in the era..

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 5.3.3.3. Repetition

Repetition has mainly two divisions they are a) synonym and b) antonym.

The following are repeating used words in the post test by undergraduate level learners.

Encourage... individual..., providing... endless..., internet..., friends.., accessible...,

opponents..., available..., information..., benefit..., friendship..., obtain..., generation...,

globalisation..., effective..., information..., internet...,

a) Synonym

The following are synonyms used in post test by undergraduate level learners.

Words Appropriate correct meaning

Engage Join
Intelligent Knowledge
Individual Single
Love Trust
Love Affection
Unhappy Sadness
Share Give
Through By
Sources Information
Mutual Interpersonal
Affection Bond
Relationship Association
Adulthood Young
Resources Information
Confident Carefully
Happily Enjoyable
b) Antonym

The following antonyms are used in post test by undergraduate level learners.

Words Appropriate opposite meaning

Solution Problems
Happy Unhappy
good friendship bad person
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adulthood Childhood
Break Thrilling
Avoid Use
Relevant Improper

Cohesion-Science
Gender Mean Std. D Std. E
Male 16.13 1.655 .302
Female 16.73 1.837 .335

Table 30

The table 30 shows that in science, male respondents’ cohesion has improved with the

low scores of standard deviation (1.655) and standard error (0.302) at post test. The decreased

value evidently shows that they have created effective essay writing in English. The sentences

are aptly connected with cohesive ties and their proficiency of writing improved. Further the

sentences framed by them have meaning, suitable words, discourse and texture. Female

counterparts also produced lexical cohesion in L2 writing within two hundred columns which

were specially designed for the research. The respondents’ high value of mean 16.73, standard

deviation 1.837, and standard error 0.335 shows their writing has low cohesion while

comparing with male respondents.

Cohesion-Arts

Gender Mean Std. D Std. E

Male 15.17 2.829 .517

Female 15.83 2.534 .463

Table 31
The table 31 shows that there are differences between cohesion of male and female

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learners. The decreased value of standard deviation 2.534 and standard error 0.463 shows that

arts respondents have less cohesive ties in L2. These learners’ English essay writing has not

correct linkages. The bonds between sentences are logically joined, and their usages of

repetition, conjunction and references have logical meaning. The essay has grammatical

sequences and it is semantically related while comparing with male counterparts. Female

respondents’ increased mean value of 15.83 shows that their L2 writing is effective. But, the

increased value of standard deviation 2.829 and standard error 0.517 shows that their L2 essay

has less cohesion.

5.3.4. Coherence

Coherence is the continuity of sentence in a text. It provides a bridge between the reader

and writer. If there is a gap between the reader and writer, the message will not reach the

reader. So, the unreached message may not be considered as an effective one. Further the

intention of creating a message becomes meaningless. Therefore, the certainty of relation

between the reader and writer are mainly maintained by coherence of text. This coherence of

text is widely maintained by “lexical and grammatical links between elements in the text” (G

42). Actually the grammatical links of the text and lexical meaning of the text are reported to

“internal and external” (G 42) textual. Repetition plays pivotal role to connect elements of the

text in order to provide coherence in writing.

Despite the fact that repetition is one of the cohesive devices, it is essential to provide

relation of sentences with subject. The repetition of word or phrase generally makes a solid

connection of statement followed by the next sentence. In other words, a neglected word or

phrase in a paragraph gives logical incompatibility to text. Development of text and its

collocation are not meant to develop only with the respect of having lexical connection of

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sentences but with the mutual relation of actual repetition of word/phrase. Idea is essential for a

text, which governs a thread for writing. The problem of coherence is “the problem of making

clear and smooth transitions between ideas of making the relations between the sentences of a

paragraph clear” (M 117).

Coherence of text is not easy with single cohesive device. It expects multi ties to be tied

together to draw the attention of idea, and the elements of text to be given exact change to

collaborate with other components of a sentence. A sentence is not only framed through words

and their elements but also with all the essential elements for lexical meaning. Or else, the

concerned phrase/sentence may not be taken even for the consideration of fragment. At least, it

should get the recognition of word/ phrase. Even reference is not applicable for fragment-

words/phrases. It is advocated by Hinkel as coherence refers to “the organisation of discourse

with all elements present and fitting together logically” (280) in Teaching Academic ESL

Writing.

The logical connection of sentence is basically collocated by the central thought of the

text. It gives connection beyond the parts of text like cohesion. Coherence is not looking out

joining parts of sentences but bringing out the depth of text in other words, relation of

references, repetition, register, connectivity, sentence pattern, form of sentence, and tense of

sentences. It is referred as “coherence resides not in the text, but is rather the outcome of a

dialogue between the text and its listener or reader” (T 7) by Tanskanen in Collaboration

Towards Coherence.

The respondents’ English coherence is improved at post test, after the familiarity of

clustering, which is a method specially used for the respondents to develop writing skills. In

post test, arts and science respondents’ have improved logical connections, grammatical

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sequence, and lexical meaning. Their L2 writing had connection of ideas which not only

connected with surface level but also connected through internal and external textual.

...who scored highest runs in cricket match...

...blasts 100 centuries in cricket,
...ever smiled in the field.....
... first match against Pakistan..
...right hand batsman and right- arm off break bowler...,
...another mile stone for explaining 35 centuries in test game in Dec 2005...,

The respondents’ cohesion has improved, as the above sentences are connected with

both surface and idea level to a sports man.

Respondents’ writing has improved as their essay writing has sufficient coherence

through the integration of interpretation of internet, as job easier logically interpret with further

sentences.

quick transaction, .online shopping, ...reduce time..., ...reduce our manly work...
...pay EB bill which reduces my father’s work..
...easily accessible and convenient source of information...
...reduce the distance of teachers and students....
...it used in many places such as hospital, bank, school, office, etc.
...apply any competitive examination...
...it helps me to learn the physics experiments...
quickest way of obtaining information...

In writing about friendship, a lot of connections have occurred, as friendship is correctly

connected with the proverbs.

...a friend in need is a friend indeed

...vivekanandha says that show me your friend I will say who you are
...friend’s anger is more danger than enemy’s laugh...
...all that glittering is not gold...

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...feelings of love and affection of one person for another...
...full of peace and love and carries sunshine everywhere...
...kindness, sympathy and understanding...
...must grow like a banyan tree...
...celebrated second Sunday of August every year...

The above table 32 shows that male science learners have improved coherence in L2
writing. Science learners’ proficiency of L2 has been enhanced through the improvement of

Coherence-Science

Gender Mean Std. D Std. E

Male 15.77 1.775 .324

Female 16.63 2.251 .411

Table 32
logical connection of sentences and ideas to the text. The decreased standard error value of

1.775 and standard error value of 0.324 have brought up female learners’ error on joining

sentences which are lower than their male counterparts. Female learners have poor coherence in

L2. Their standard deviation value is 2.251 and standard error value is 0.411. But, the increased

mean value of 16.63 shows that they have written effectively in L2.

The table 33 elucidates that female arts’ learners have high coherence than male

learners. In other words, arts female learners’ proficiency of L2 is higher than male

respondents. The decreased value of standard error 0.421 and standard deviation 2.306 shows

that female respondents have improved actual coherence at L2 better than male respondents.

The lower mean value (15.53) and higher error values of 0.520, 2.849 are confirmed that male

respondents’ coherence of English essay writing is improved and got sufficient connection of

ideas not only at surface level but also with internal and external textual.

Coherence-Arts
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 Gender Mean Std. D Std. E

Male 15.53 2.849 .520

Female 15.83 2.306 .421

Table 33

5.3.5. Sequence of Idea

Planning, perhaps is the most important skills in the process of writing. A good

planning shapes the writing works and integrates necessary points for the text. Sequence of

ideas, which reduces over jumping of points in the idea of a text, actually it is necessary for a

text must carries/involves a idea or message. Ideas are expressed through sentences, sentences

are formed through words. Therefore, an effective writing is the patient outcome of adequate

ideas in the best order i.e. joining the ideas in a correct series or sequencing ideas in a right

order.

Perhaps the aspects of writing is not only planning but also gathering information,

sources, ideas and making draft followed by revision and editing. While collecting information

about a topic, it is quite possible to gather merits and demerits of the topic. According to the

topic and situation, it is required to write the necessary points are joined together. In every

essay, it is quite impossible to avoid introduction, body paragraph, and conclusion. The topic

sentence or central idea of sentence might be travelled through these three inevitable parts of an

essay. Composition is the effective tool to generate and travel ideas. Besides, the succeeding

paragraphs of the essay carries main theme.

Logical progression of idea is required to frame a meaningful text. It is postulated in

every second language writing that logical meaning is the goal of writing. A written work is

completed, when, it gives sequence of meaning for series of ideas and the central point

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connects with other points. Chaudhery emphasises that there must be a relation between

sentences to carry out the message or idea as “the previous sentences are affiliated to develop

succeeding sentences as well as central idea” (C 139) whereas, the role of connectives in

sentence is mostly dependent on nature of the text. Though there are several devices to form

basic cohesion of sentence at sentence level, cohesive ties may be formed to combine

coherence at surface level through sentence to sentence and idea to idea. If there is no logical

progression of thought from sentence to sentence, paragraph to paragraph and section to

section, coherence cannot be succeeded by any device. When coherence among sentences is

understood, cohesion is presented adequately. But, sequence of meaning is collaborated after

joining together of sequence of ideas rightly connected.

Connection of sentences might be formed by a single connective word. This connective

word connects primary and secondary parts of the sentence. In other words, subject and

predicate of the sentence. Responsibility of connecting words is not only minimised with single

connection within sentences but also connects two individual sentences, sometimes connect

previous and succeeding sentences and paragraphs. Connectives are in many forms. The single

connective word acts to transfer meaning to one sentence to another, and joining with other

group of words to form a unit of cohesion in order to form a meaningful sentence. That is

succeeded to join in parts of sentences to integrate coherence of sentences, and to generate and

maintain interrelation of ideas in the text. Indeed, association of coherence devices integrates

unstructured group of words to intermingle with unit of meaningful phrases but confused ideas

cannot be integrated by devices of coherence alone. To form coherence of ideas in written text,

each sentence in the texture grows out of the previous sentences to develop the central idea.

...he is recently honoured by Bharath Ratna by Indian government...

...he is the “god of cricket”...
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...he has entered into Indian cricket team at the age of sixteen...
.... scored 100 centuries and 200 half centuries in ODI matches..., crossed 30,000 runs...
...first match against Pakistan...

The respondents’ essay about a sports person has sequence of ideas. It shows that they

have integrated the series of ideas in a relevant manner. The respondents have connected the

above sentences with the topic sentence. As Sachin’s awards, achievement/records, enrolment

of cricket are neatly connected. Further, the essay has coherence of sentences and cohesion of

ideas to reinforce the logical sequence of ideas to a sports person.

...connecting million of computers...

...makes the job easier.... get through lot of study materials and video chatting is available to
have discussion about subject....
...can get more lecture on physics experiment... availability of skype...
...21st century is global village...
...more information sharing...
....work like human...

The above sentences are neatly connected with the topic sentence “internet”. To

interpret usages of internet, the respondents have integrated the first and second sentence aptly.

It shows that idea is not broken, it extends to next level. Further, internet’s contribution to

communication and academic career are reinforced with “study material, video chatting, physic

experiment” certainly linked with preceding and succeeding sentences. It brings up coherence

and cohesion that leads to sequence of ideas for the essay.

...every year, friendship day is celebrated on second Sunday of August to remember our friends,
those who are stay away from us...
..it is an unforgettable day for all because all are sharing wishes, gifts..., food friends do not
stab us from back/behind...
... he is a social animal... he needs someone to share his joys and sorrows...

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...friends are needed for support and sharing... friendship is an elixir which is essential for
happy life...
...certain characteristic includes affection, sympathy, empathy, honesty, mutual
understanding...

The above sentences are neatly connected with the topic sentence “friendship”. It shows

that the respondents have not gone away from the topic of the essay. Their idea/information

about friendship is connected coherently such as day of celebration to remember friends,

necessity of friends, and definition of friendship. The essay is further connected with cohesive

devices. Besides, sequences of ideas are integrated with cohesion.

Sequence of Idea-Science
Gender Mean Std. D Std. E
Male 16.63 1.520 .277
Female 16.67 1.729 .316

Table 34

The table 34 shows that male science learners have high sequence of ideas in L2 writing

than their female counterparts. Male respondents’ decreased standard deviation value of 1.520

and standard error value of 0.277 shows that their writing has cohesion and coherence as these

two are basic for sequence of ideas in text. Coherence of the text leads to have both internal as

well as external lexical meaning of the message. The sentence has basic sense of semantic

pattern to give coherence to the ideas. Male respondents are able to write good essay with

cohesive devices to form coherence of ideas in the basic of sequence of ideas than female

counterparts. Despite the respondents are able to write well in English. Male respondents have

flow of ideas in essay writing at post test. With the result of clustering method at teaching

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process, learners’ have produced effective essay at post test. The increased value of 16.67,

1.729 and 0.316, mean, standard deviation and standard error respectively are shown that

female learners’ L2 writing has sequence of idea but not equal their male counterparts.

The table 35 describes that female arts respondents have high sequence of ideas in

English essay writing. It describes that these respondents’ proficiency of L2 writing is higher

than male counterparts and they do not have much coherence of ideas. It clarifies that female

respondents’ have increased appropriate connection of thought between sentences. Though

these learners belonged to same stream of studies, they have difference in forming connection

of sentences for coherence of ideas. Eventually, the result confirms that female arts respondents

have high sequence of idea in second language writing than their male counterparts. Their

mean, standard deviation and standard error values are 16.73, 1.358 and 0.248 respectively.

Sequence of Idea- Arts

Gender Mean Std. D Std. E

Male 16.90 1.936 .353

Female 17.13 1.358 .248

Table 35

5.4. Comparison between Pre test and Post test

It is perceived that there has been a considerable improvement in the undergraduate

level learners’ proficiency in writing from pre test to the post test. In the pre test, many

respondents had difficulties in effective writing such as vocabulary, punctuation, cohesion,

coherence and sequence of ideas. In the post test, they were able to produce effective essay

writing. As, these learners’ actual motivation was preserved by various motivational strategies,

their proficiency of writing have improved.

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 T Test Result of Science Learners

Male Sig. Female Sig.

Vocabulary .000 Vocabulary .001

Punctuation .235 Punctuation .002

Cohesion .000 Cohesion .000

Coherence .484 Coherence .033

Sequence of .000 Sequence of .000

Ideas Ideas

Table 36
The above table elucidates that male and female science respondents are able to produce

effective writing in English through the result of T Test. It is run in SPSS 16 for Windows

(with significant level at 0.05) to find out the significance of writing components by male and

female science respondents. As the female respondents’ vocabulary(.001), punctuation (.002),

cohesion (.000), coherence (.033) and sequence of idea (.000) s’ values are less than the

significant level of 0.05, it is proved that female respondents have produced effective English

essay writing with sound vocabulary i.e. the used vocabularies are apt to the text, punctuation

i.e. their writing has proper punctuation marks wherever it is necessary, cohesion i.e. sentences

have idea, sentences are framed with good structure, coherence i.e. the sentences have relation

with other sentences and ideas, and sentences are interrelated eventually, sequence of ideas i.e.

these respondents’ writing have ideas and sufficient flow in writing, in order to make the essay

in an effective manner as well as to produce an effective writing in English.

Male respondents’ vocabulary result (.000) shows that their vocabulary is significant

that means the respondents’ effectiveness on writing has increased vocabulary knowledge. The

used vocabulary is apt to the sentence to possess meaning for the context and text. Similarly,

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their cohesion in L2 writing is significant (.000). That shows that male respondents’ are able to

produce significant ideas at sentence level with proper sentence structure. The significant value

of sequence of ideas (.000) shows that these respondents are able to join their ideas in essay

writing in order to make it an effective one for the readers. The respondents’ punctuation (.235)

and coherence (.484) are not significant that evidently shows that though these learners are able

to write well in English, they have some problems on punctuation, cohesion and coherence in

writing.

T Test Result of Arts Learners

Male Sig. Female Sig.

Vocabulary .000 Vocabulary .000

Punctuation .054 Punctuation .000

Cohesion .006 Cohesion .000

Coherence .002 Coherence .526

Sequence of .008 Sequence of .000

Ideas Ideas

Table 37
The table 37 shows that male and female arts learners have improved proficiency in

English writing. It is proved through T Test result of male and female respondents. In arts, male

respondents’ significant value of .000 shows that their L2 vocabulary has improved. The

significant cohesion value of .006 shows that essay writing has improved proficiency on

sentences, and their sentences carry ideas with complete structure. Significant value of

coherence (.002) shows that these respondents are able to produce sound coherence in text i.e.

sentence, its elements, and ideas have rightly been placed in the text. The significant value of

sequence of ideas (.008) shows that their essay writing has coherence of ideas, and has relation

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with each sentence and their ideas are presented without any confusion. The punctuation’s

value of 0.054 shows that it is larger than the value of significant level at 0.05 So, the

punctuation is not considered as significant further. It is not improved by male arts respondents.

In addition, although these respondents use punctuation marks in essay writing, those are not

properly placed.

Female respondents’ significant values of vocabulary (.000), punctuation (.000),

cohesion (.000) and sequence of ideas (.000) shows that in arts, female learners’ writing has

increased proficiency on these four components in order to create their essay an effective one.

Eventually, it is elucidated that cohesion in sentences leads to sequence of ideas in the text. As

a result relevant sentence structure makes the sentences as a meaningful one, and it leads to

have actual relation with the sentence and its ideas. Furthermore, sequence on idea and

cohesion are made the essay as a meaningful one. But, the not significant (.526) values of

coherence of writing bring up these respondents have produced effective writing.

5.5. Conclusion

In this chapter, quantitatively gathered data of pre test and post test were analysed and

interpreted. The aim of the chapter was to bring out L2 proficiency of the respondents. Written

test was conducted for the respondents with five components. The five components had

effective role to make their essays effective ones. It was analysed and interpreted with the

testing tools of simple paired t test and correlation coefficient. In addition, improved L2

proficiency of male and female respondents of arts and science had been analysed and

interpreted.

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 Chapter VI

Research Findings, Discussions and Conclusion

6.1. Introduction

This study was undertaken to find out whether the motivational strategies

accumulated the undergraduate level learners to create effective writing in English. In SL,

writing is treated as one of the difficult skills. It is considered that written examination

decides the learners’ pass or fail in their academic career. But, the attention given to writing

is very little. Besides, motivational strategies are almost neglected. The chapter describes

the finding of the study and the result of collected data. Further, it illustrates the impact of

motivational strategies, its respect in effective writing of L2, and its implication in second

language classroom. Motivational strategies are facilitating the learning process and

preserving the learners’ actual motivation toward proficiency of L2 writing. This chapter

also brings up the limitations of the study and the suggestions are made for further research

to be carried out in L2 learning.

6.2. Findings of the Study

It was found that there was improvement in the writing performance of the

respondents based on the collected data and its interpretation. The conclusion was easily

drawn that motivational strategies and clustering or mapping method inputs certainly have

facilitated the ESL learners to improve proficiency in writing, especially in effective essay

writing. Hence, it is proved that the motivational strategies could motivate the SL learners’

accumulation toward L2 learning. It is considered that SLL (Second Language Learning) is

important as it facilitates to achieve the goals.

It was observed by the researcher that learners’ L2 interest is actually determined by

self reliance and self confidence. These are definitely derived through the activities used in
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the learning and teaching process.

The observation of overall improvement of the respondents’ writing skills in SL

made by the researcher leads to prove that the respondents’ English writing has improved

after maintaining actual motivation and interest.

Based on the research questions, the major findings of the study are drawn. They are

categorised into two i.e. pre test and post test. The first thirty one findings are based on pre

test and the rest of the findings are from post test. The required data are gathered through

questionnaire, interviews, discussion, pre-writing, pre test, and post test.

6.2.1. Pre test Findings

1. The respondents were not able to write complete sentence in English as well as

they do not have thorough knowledge in language skills such as vocabulary,

punctuation, etc.

2. The respondents did not know about actual rules of L2.

3. They had basic problems with vocabulary: unsuitable words, spelling mistakes,

and the usages of punctuation marks.

4. The respondents did not have knowledge about the organisation of sentences and

ideas.

5. Their lack of organisation of sentences and ideas were lead to non-coherence and

cohesion in L2.

6. The respondents’ writings had error on usages of comma.

7. The comma failed to separate main elements in the sentence.

8. The respondents’ writings had series of elements, but they were not separated by

proper commas.

9. SL learners were not able to separate interrupters from the sentence by using a

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 comma.

10. Quotations were not correctly set off by comma.

11. The respondents had problems on using apostrophes.

12. Possessive or ownership apostrophe marks were not correctly used by the SL

learners.

13. The respondents lacked omission or contraction in framing structures.

14. The respondents did not have many problems with direct quotation marks.

15. These respondents’ L2 writing did not have cohesion.

16. Lack of reference lead to improper coherence.

17. Lack of conjunction lead to lack of cohesion.

18. Repetitions were not given cohesion for the sentences as they had not fit the

sentences.

19. Improper cohesion took over to non-coherence of sentences.

20. Due to lack of cohesion and coherence in sentences, the respondents’ L2

writings were not able to produce sequence on ideas.

21. The respondents had the habit of mugging up essays.

22. The learners had insufficient reading habit in L2.

23. The awareness about L2 writing was not sufficient.

24. They were not satisfied with L2 learning.

25. They were not enough encouraged to learn L2.

26. Motivation of learning was often decreased by the teaching process.

27. They were not enough trained to possess ideas in L2.

28. Though they had ideas about certain topic, they were unable to produce in L2.

29. The ideas became fragment when the sentences were framed with broken words.

Content of writing was not very hard to understand.

30. Phrases and non-coherent sentences were seen in L2 writing often.

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31. It was observed that the learners required motivation and its strategies to develop

effective writing in L2.

6.2.2. Post test Findings

1. The respondents’ motivation on SLL was developed through different

sorts of motivational strategies.

2. The researcher observed that SL learners were able to develop proficiency in

essay writing, as they had accepted English as a second language.

3. The respondents’ were able to understand the rules and regulations of L2 during

the course.

4. With the result of understanding about rules of L2 writing, the learners’ essay

writing had all the components required for effective writing.

5. Learners were able to use suitable words/vocabulary for the sentences.

6. Learners did not commit spelling mistakes in L2.

7. Main elements of the sentences were neatly separated by comma.

8. The respondents’ essay writing had series of elements with proper comma.

9. Interrupters in the sentences were firmly separated by comma.

10. Quotations were set off by comma.

11. Possessive or ownership in the sentences was grammatically integrated with the

rest of the sentences or in context of the text.

12. Contraction or omission of word was used only at necessary places.

13. Quotation marks used for special texts and proverbs were apt to the sentences

with proper punctuation marks.

14. The respondents’ L2 writing had cohesion. Ideas were not connected at sentence

level.

15. References in the sentence were correctly connected through pronominal; proper

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 and common noun, demonstrative and comparative.

16. Conjunctions of the sentences were properly connected with additive,

adversative, casual and temporal.

17. Repetitions of L2 writing were accurately joined with synonyms and antonyms.

18. As the respondents’ L2 writing had appropriate cohesion in sentence with the

context, the coherence of L2 was improved as it has rules.

19. There were strong connections between grammatical and lexical items in the

text.

20. Sentence had meaning and it was connected with the context.

21. All the elements in the sentence were fitted together to the text.

22. Ideas of the text were interconnected.

23. There were strong connection between cohesion and coherence of text to provide

sequence of ideas.

24. Clustering or mapping made the learners to have flow of ideas in sentences.

25. Concrete ideas in paragraph have given shape to the text.

26. It was observed that clustering maximised coherence of ideas and cohesion in

sentences.

27. Discussions on certain topic lead to write well.

28. Clustering method shaped what they were going to write.

29. Pre-writing helped to find out mistakes and leads to self- evaluation.

30. Easy task reinforced interest on L2 writing.

31. Satisfaction on L2 activities were maximised desire of learning.

32. Awareness about beneficiaries of L2 improved internal intuition toward writing.

33. Previous success in L2 activities were reinforced in learning.

34. Eradicated demotives were helped to learn L2 writing.

35. Previous experiences lead to maximise motivation that helped to create an

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 effective writing.

36. Teacher’s feedback about their primary attempt to attain a goal stimulated to

learn L2.

37. Remembrance of the past reinforced to learn L2.

38. When understand the needs of L2, learning-writing was enhanced.

39. Motivational strategies sustained motivation on L2 learning.

The findings of the study revealed that motivational strategies are essential for

learning a SL at undergraduate level.

The five motivational strategies and their effect facilitated the learners to improve

the proficiency of L2 with the components of vocabulary, punctuation, cohesion, coherence,

and sequence of ideas. Teaching and learning methods used in the present study actually

reinforced the learners’ learning strategies of SL and made them to reach the achievements

through extending instrumental orientations in order to frame effective writing in L2. The

respondents were able to understand the necessities and benefits of L2 writing at the end of

the course. They have created effective essay writing in post test with accurate development

in L2 vocabulary, punctuation, cohesion, coherence and sequence of ideas. Further they

learnt that writing became effective only after presenting correct sentences, appropriate

words, and clear cut coherence of ideas.

6. 3. Result and Discussion

The result and discussion are the extension of findings of the study which were

described in the preceding topics. Results were found through the gathered data analysed

with both quantitatively and qualitatively. The respondents’ written tests were analysed

quantitatively and the questionnaire, interviews and discussion were analysed qualitatively.

To recall the objectives and hypothesis of the study, the findings of the study were

173
completely correlated with that. In order to justify the respondents’ performance to the end

of the course discussions were conducted.

The five different motivational strategies revealed that SL learners have used

different strategies to develop different components in writing. The different strategies were

adopted by the respondents. As the strategies differed, learners’ choices of strategies varied

and, Arts (experimental) and Science (control) learners used different strategies similarly,

male and female of science learners’ strategies varied from male and female learners of arts.

To correlate the objectives of the present study, science learners have adopted

certain strategies to develop L2 proficiency, and arts learners’ L2 proficiency also prepared

other motivational strategies. These two groups of learners have adopted various strategies

to improve L2 writing. It is proved that there is a difference between the usages and the

adoptability of undergraduate level learners to improve writing skills in English.

 The respondents are undergraduate level learners. Their first language is Tamil

and second language is English. They belong to various disciplines of science

and arts. Each department has equal number of male and female learners. These

respondents have already known about the writing task, as it is presented in their

syllabus.

 The writing task was familiar to them but the answer-sheet was new to them.

The answer-sheet has two hundred columns.

 It was found that the teachers used to dictate all the notes including the essay

writing.

 Discussion about subject and practicing writing were denied in the classroom. So

the learners did not get opportunities to ask questions.

 The dictation of essays and denial of discussion in classroom made the learners

away from essay writing in L2. Thus, they would not be able to compare previ-
174
 -ous knowledge and present knowledge of proficiency in L2.

 Monotonous method of teaching made the learners bore and deviate from the

learning process.

 Creativity could not come through uninteresting and unfamiliar topics.

 Ideas would be integrated, if the topic was relevant for the learners.

 Examples and references were easy to gather for familiar topics.

The present study has revealed that unfamiliar and uninteresting topics minimise the

learners’ interest on SLW as well as diminish from learning environment. Hence, the

learners would be able to write well in English, if they like the topic and the teaching

method for writing. The present method of teaching stimulates competency of learning and

makes the learners to communicate in the classroom. As they are integrating necessary

elements to make the essay an effective one, they cannot skip away from coherence of ideas

and cohesion of text and punctuation, and appropriate vocabulary for the text.

The respondents are able to create effective essay in English with the help of

different motivational strategies. Similarly, arts respondents have used Str 1 and Str 2 to

develop proficiency in L2 writing. Science respondents have used Str 1 and Str 5 to improve

essay writing in English. Similarly, there is difference between male and female’s usage of

strategies in control and experimental group to develop writing in L2.

6.4. Implication of the Study

As a result of motivational strategies, clustering or mapping, and communicative

language teaching method, there was improvement in the rural undergraduate level learners’

writing skills and they created effective essay writing in L2. Thereby, it is proved that the

assumption of the study is true i.e. different motivational strategies improved arts and

science undergraduate learners’ proficiency in L2. This implies that the teachers at

175
undergraduate level can be motivated to employ motivational strategies to improve other

skills in SL such as listening, speaking, and reading.

It was observed that the respondents were given prime importance to all the

motivational strategies as well as discussing and clustering to employ appropriate words for

the text. In L2, it is not quite possible to choose exact words required for the text so,

clustering and discussion employed the learners to make sure of suitable words for the text.

As the result of discussion with the peer, the learners easily pointed out what they

are going to write, and what they have integrated for the present writing topic. The peer

discussion facilitated to determine before they put their pen on paper to integrate

introduction, body paragraphs and conclusion.

The learners were able to make sure of coherence of ideas only through a thorough

map. Pre writing helped the learners to find out mistakes in writing.

Effective writing comes only after understanding the organisation of text. If essay

writing is not organised properly, it cannot be understood by the readers. Hence, the

punctuation marks employ to draw sentence and joins jumbled sentences.

Eventually, teachers can apply any method in SL in order to improve the

competency and proficiency of the learners. Learning is determined by the desire of learners

and so activities should be enjoyable and must catch the attention of the learners. As desire

of learning is increased, multiple strategies are required in the learning process.

6.4.1. Implication for the Learners

1. The learners should be aware that writing is the only effective tool to express

his/her thoughts to the world. So they have to initiate regular practice in L2.

2. Both inside and outside of the classroom they have to interact and discuss with

176
 other students in L2 in order to improve proficiency.

3. They must know that listening, speaking and reading are the predecessors of

writing. So, writing is not possible only through rewriting and reproducing what

they have learnt in classrooms.

4. Reading habit in L2 employs the learners to get appropriate words while writing.

5. Listening and speaking in L2 enhance the learners’ memory and usages of

second language.

6. Learners are supposed to discuss with the teacher about their performance in L2.

7. When they understand about the employability of L2 during and after the

graduation, their desire on learning actually maximises.

8. Good writing skills in L2 accumulate students’ academic career.

9. The learners should be aware of their learning styles and strategies in

developing writing skills. At undergraduate level learners can decide what they

like and dislike, further their own style and strategies in learning and what

certainly increases their motivation on L2.

6.4.2. Implication for the Institutions

1. The course book should be reached to the extension of the learners’ different

background language. It should fulfil their language needs and should rectify

their difficulties in language learning.

2. Activities should catch the attention of the learners and it should make them

think, further it should be designed according to the knowledge of the learners.

3. University administration should make sure that the teachers are employing

latest methods of teaching in the classroom. Classrooms are to be arranged to

fulfil the needs of the learners, and in a way they can raise questions and

discussions with the teachers.

177
 4. Administration should make sure that teachers are updated with latest teaching

technology, and classroom management especially for second language learners.

Further, the teacher feedback should not hurt the student intentions of learning.

5. It should conduct creative writing competition in order to encourage the learners

to actively participate and practice L2 writing.

6.5. Motivational Measures

 Motivational measures help the undergraduate level learners to be aware of

the learning of English as a second language.

 The different activities help the learners to develop motivational strategies in

different stages. So, different tasks are needed in the course.

 Teachers should be aware about motivational strategies to employ task in the

classrooms.

 The same type of teaching practices makes the learners bored. So, they

should be varied. The variety of practice leads to improvement of L2

learning.

 Peer discussion and interaction motivate the learners to like L2 learning.

 Learners do not like to have practice the activities that seems beyond their

second language knowledge. So, activities used in the classrooms should be

reached the knowledge of the learners.

 The previous experience reinforces, if the learners commit mistake in present

task and increases motivation in L2 learning.

 When the learners are encouraged to anticipate success for the next task,

their desire of learning is increased.

 Different motivational strategies helped the learners at different level of

extensions to develop motivation on L2 learning and proficiency on L2

writing.
178
6.6. Limitations of the Study

The following are the limitations of the study.

The study attempted effective writing through motivational strategies among

undergraduate level learners. So, the tasks were designed mainly to get the concentration on

developing writing skills alone. As a result, much attention was not given to other skills of

L2.

As the study has been carried out to read the writing ability of the undergraduate rural

arts and science learners, the sample size is large. If the study had smaller group, it could

have concentrated on more number of components on L2 writing.

The study has focused only four sub divisions of comma, and two sub divisions of

apostrophe and only one sub division of quotation marks.

The large group and limited time of the course caused to restrict to concentrate on only

three cohesive devices i.e. repetition, reference and conjunction.

The study has conducted in one locality and one institution.

The study has restricted with ESL learners of arts and science.

6.7. Suggestions for Further Research

The following are the possible areas for further research in L2 writing with the

motivational strategies.

 Research can be undertaken in promoting the other aspects of SL writing that

have not been focused on the present research such as preposition, active and

passive form of writing, direct and indirect form in writing, content area,

grammatical errors, etc.

179
  Research can be undertaken on rural area undergraduate level learners’

argumentative essay writing.

 The similar study can be undertaken with heterogeneous ESL learners.

 A study can be carried out with Tamil and non-Tamil speaking learners with

rural background in L2 writing.

 The same study can be initiated with post graduate level.

 A study can concentrate on comparison of grammatical mistakes done by rural

learners.

 A study can be extended with one motivation strategy for SL learning.

 Research can be done with more number of motivational strategies in SL

learning.

 The same research can be done with descriptive method and other methodologies

in English language teaching.

 A study can be promoted with age difference of motivation in SL writing.

Because age difference is considered as one of the main causes in SL learning.

 The tasks and teaching method can be analysed with other aspects of SL writing.

6.8. Conclusion

The essentiality of English is spread all over the world, so English learning is

inevitable for rural arts and science learners at undergraduate level. As the learners have to

continue further studies and seek jobs, it is necessary to communicate in English language.

It is also understood that L2 determines their graduation i.e. their written examinations are

only conducted in English. The inevitability of English in future career is unavoidable,

because they have to communicate in English language in the form of discussion,

interaction and documentations such as letter, report, essays, etc. As motivation is required

to learn L2 and make the learning an effective one i.e. for effective writing at the

180
undergraduate level learners. Preservation of motivation can be required in professional

context. Profession/Career environment may not be like learning circumstance and lot of

risks and troubles can be occurred, in order to maintain the situation motivation and

motivational strategies can be used. As the result of the study, the learners proved that they

could control their emotion and attitude in SL learning. The learners’ confidence in doing an

action could not be eradicated by any sort of demotives.

As the study improved effective writing of the undergraduate level learners through

various motivational strategies, the learners became familiar with essay writing in English.

The appropriate use of vocabulary, punctuation, cohesion, coherence, and sequence of ideas

with the short period for the large group certainly developed the learners’ substantial

writing.

The study improved the ESL learners’ language learning capabilities and self

confidence of L2 besides, the learners produced an effective writing at the end of the course

through motivational strategies. Further, it extends the potentiality of the learners’ to

concentrate on all the aspects of SLL. It definitely helps them to have thorough knowledge

in academic and professional career.

181
H[#.
flxlii
r
I

Questionnaire

Personal Profile

9 Do you have fluency in writing? Ye*/ No Don't know rt

10 Are you copying any material to write? Yes / No Don't know
ll Do you use dictionary as a spell checker? Yes {No Don't know
t2 Are you able to use correct punctuation? Yes,-z No Don't know
l3 Do you have mother tongue influence in writing? Yes/ No Don't know
l4 Are you able to transfer ideas from'mother tongue? Yes No-/ Don't know
15 ls your writing a by-hearted one? Yes No/ Don't know
l6 You are not good at fundamental English grarnmar. Agree Disagree/ Not sure
t7 Are you able to finish writing within allotted time? Yes No,Z Don't know
18 Reading English is easy for me but I feel difficult at Agree Disagrey Not sure
writing

Attitude and Motivation in Language Learning

Promotins Enthusiasm in Present

I Will you discuss with friends what are you going to Yes No "/ Not sure
write?
2 You like to write an essay in English Agree Disagred Not sure
3 You like to have group processing qEtivities for Agree Disagree4 Not sure
writing.
4 When you are in group processing will you share your AereT Disagree Not sure
ideas with all the group members?
Etrcourasinp P o s itive Ant ic ioation throuph P rev ioui Succe s s
5 You are writing English essays only for examination Agre/ Disagree Not sure
purpose
6 Your academic grades will improve if you have
 fluency in writing Agred Disagree Not sure
7 Teachers' feedbacks about your failures lead to avoid Agrey Disagree Not sure
such mistakes in present and upcoming events.
8 Do you like to remember previous experiences in order AgreeT Disagree Not sure
to develop present English writing skills?
Improving Satisfaction in Present ,earrung
9 Do you have satisfaction on own English writing? Yes,/ !o Not sure
10 You are getting classroom recognition for good English Agreg,z Disagree Not sure
writing
ll When someone encourages you get interest on writing. Agree Disagry Not sure

t2 Do you agree with writing English alone reachable to Yes No ./ Not sure
all?
13 Writing is the only effective tool to travel your ideas Agree Disa+rey Not sure
from generation to generation
Dimini s hing De motiv at ing Mot iv e s
t4 Do you avoid writing in order to get away from the Yes No Not sure
-/
teasing of friends?
15 If rewards are given your interest on writing will be Agree -Disagree Not sure
increased
t6 Do you like to accept teachers' feedback/ comments to Asree .Disagtee Not sure
improve English writing skills?
t7 You take negative feedback/ comments as a chance to Agree Disagree Not sure
avoid mistakes in future
t8 Though you have planned before start to write but Agree Disagree Not surer,/
unable to present all
t9 Teachers' continuous feedback make you more keen on Agree DisaZreT Not sure
writing
Re info rc ing Le arning Re quireme nts

20 Do you expect any reward for writing? Yes No Not sure,/

2t Are you reading English news papers, magazines,and Yes Ntr Not sure
books in order to develop writing?
22 Your academic grades improve when writing skills Agree Disagree Not syny'
develops
23 When academic grades improve, you feel much happy Aerd Disagree Not sure
about writing I
24 Your academic grades are mostly dependents on Agree Disagree Not sury'
English writing
25 When you are alone you try at hard to understand Agree Disagree Not sury
everything

Proficiency Test
1 Have your ideas presented in a relevant manner? Yes r No Not sure
2 Will you explain your ideas in a detailed manner? Yes./ No Not sure
J Will you give any example to support your idea? Yes No,/ Not sure
4 Vocabulary is a barrier to present your ideas into Agree Disasry Not sure
writing
5 Your English sentences are fragmented Agreert D sagree Not sure
6 You are not able to use suitable connecting words AgreeT D sagree Not sure

Example for cohesion- coloured words explains cohesion of the sentences.

This paragraph is a model of how you should write your sentences and paragraphs so that

they are cohesive and avoid repetition. As you read it, you should see there are different ways

I link my sentences together. Most of techniques have something in common in that I use a

word in every sentence that links back to something that has come earlier. What this means is I

that the reat'lers finds it easier to follow my argument, because as they read they can make the { >

connections between my sentences. This is cohesion. You might also notice that I tend not to

repeat words very often, but that I do choose words with a similar meaning which is also
something you should aim to do. There are several difl'er"ent rvays I achieve this. Perhaps the

most important one is by the use of pronouns which are among the most common words in

English. Although you should also not forget about using synonyms and different word forms

- two more advanced language skills.

Example for coherence- coloured words explains coherence of the sentence.

There are many people who claim that global warming is the most significant threat

facing us today. They argue this because it is a <langer not just to the cument generation, but

also to the generations to conre. Indeed, it is this thrcat to our future that is of most concern.

For instance, some research shows that one effect of gl*hiii rrr*r'ning might be there will not

be enough lbod to feed the world in the near future.

7.Put suitable punctuation marks if it is necessary.

a) It was a shock to everyone when the minister was arrested and the swamiji fell apart.

b) The teacher gave out a paper whichrdescribed his/her observations about the students.

c) The house is small butrthe rent is too big.

d) According to the researclvillages are getting low in communal clashes.

e) He bought the laptop and the cell phonerfor five thousand rupees.

8.Put apostrophe marks if it is necessary.

a) He worft finish lecture on time if the students ask many questions.

b) He doesnt tit<e her because she is talkative and loveable by all.

c) The doctor warns dorlt consume too much of alcohol.

d) Arun and Geethaslvacation plan is to go to ooty.

e) JameJsituatiori is not good to take a decision.

0 Three weekb payment is settled already.

g) She has bought adozenofsari but, that couldfrt be spared with others.

h) The editor-in-chied report about cosmopolitan hike the newspaper.

9.Put quotation marks for the following sentences wherever necessary.

a) The questionnaire may include options such as yes, no, don't know.

b) AII the members shouted.\reUolf,el f oi'

c) The examiner instructedtlon't look at others pup"/{norder to avoid punishment.

dlrMoney is powerfult" ,uyr.

e) Arun repliedtny motivation is watching nlori"J/

f) The poem'declares that\either death nor tife can't be destroyed.T

l0.Connect the following sentences with suitable conjunctions.

 tallbl-
a) This is the trox...,.. she gave me.

b) That is the boy.*hg. Cot first prize.

c) The mice will playT,*fh, cat is away.

,.ll.Pbaqerqnderline the pronouns in the following sentences.

',

, a) Swetlra toldtrer friend that th,qv.should wait for her outside the college campus.
b) Animals have tLqir set habits and llgXare unable to change thep even in their dire

necesslty.
(r

l2.Please underline the casuals and temporal in the following sentences

t

a) The teacher says that arun comes after viiay.

,-
-
b) The meeting comes to conclusion therefore we can go home early.
c) The train reached now..

d) Ice -cream served before dinner.

e) -
The national anthem sings after the functions.

l. t-

ilijii

;1i.:i

i,.
 Questionnaire

Personal Profile

1. Name Besp.onL*..tm..
2. Gender....ML.....
3. Ase.... ....1.8... .... ..
4. Class and year of studying.....lL..B.,.9.g.....
5. Branch of studying.......ttcne-so\q$.n
6. Medium of instruction.......... Tamil/Englis h/Eoth
7. Mother tongue.. Tqd.c........
8. Languages known.fod,.6St.i"

Answer the following questions by tick marking in the appropriate column.

9 Do you have fluency in writing? Yes Notl Don't know

0 Are you copying any material to write? Yes\.- No Don't know
Do you use dictionary as a spell checker? Yecl No Don't know
2 Are you able to use correct punctuation? Yes N0,/ Don't know
a
J Do you have mother tongue influence in writing? Ye*/ No Don't know
4 Are you able to transfer ideas tlom mother tongue? Yes No Don't knqtf
5 Is your writing a by-hearted one? YeSy' No Don't know
6 You are not good at fundamental English grammar. Agree Disagree Not su1gTz
7 Are you able to finish writing within allotted time? Yeq/ No Don't know
l8 Reading English is easy for me but I feel difficult at Agr\? Disagree Not sure
writing

.t
Attitude and Motivation in Language Learning
r
Tick the te columns for r
Promoting Enthusiasm in Present ,earntng
I Will you discuss with friends what are you going to Yes Nt// Not sure
write?
2 You like to write an essay in English Agree Disagrogz Not sure
3 You like to have group processing activities for Agree Disagree Not surg,r'
writing.
4 When you are in group processing will you share your Agree Disagree Not su19,z
ideas with all the group members?
Encourasins Positive Anticipation throush \uccess
5 You are writing English essays only for examination Agregt Disagree Not sure
purpose
6 Your academic grades will improve if you have
 fluency in writing AgreY Disagree Not sure
7 Teachers' feedbacks about your failures lead to avoid Agree Disagryr Not sure
such mistakes in present and upcoming events.
8 Do you like to remember previous experiences in order A $ev Disagree Not sure
to develop present English writing skills?
Improving Satidaction in Present Learning
9 Do you have satisfaction on own English writing? Yes No Not su
t0 You are getting classroom recognition for good English Disagree Not sure
writing
ll When someone encourages you get interest on writing. Agree Disagree Not

t2 Do you agree with writing English alone reachable to Y*z No Not sure
al1?
l3 Writing is the only effective tool to travel your ideas Agree Disagree Not sure/
from generation to generation
D imini s hing De mot iv at ing Mot iv e s
l4 Do you avoid writing in order to get away from the Ye{ No Not sure
teasing of friends?
l5 If rewards are given your interest on writing will be AgreqT 'Disagree Not sure
increased
t6 Do you like to accept teachers' feedback/ comments to Agree Disagree Not su5y'
improve English writing skills?
t7 You take negative feedback/ comments as a chance to Agree DisagrqT Not sure
avoid mistakes in future
l8 Though you have planned before start to write but Agree Disagree Not sureL,/
unable to present all
t9 Teachers' continuous feedback make you more keen on Agree Disaqree Not sure
writing
Re inforc ing Le arning Requirements

20 Do you expect any reward for writing? Y No, Not sure

21 Are you reading English news papers, magazines,and Yes N Not sure
books in order to develop writing?
22 Your academic grades improve when writing skills Agree Disagree Not su
develops
23 When academic grades improve, you feel much happy Aerv/ Disagree Not sure
about writing *
24 Your academic grades are mostly dependents on Agree Disagree Not suqp.z
English writing
25 When you are alone you try at hard to understand Agree Disagree Not s;pz
everything'

Proficiency Test
 I
Have your ideas presented in a relevant manner? Yes No Not sure",/
2 Will you explain your ideas in a detailed manner? Yes Nqr Not sure
3 Will you give any example to support your idea? Yes No r./ Not sure
4 Vocabulary is a barrier to present your ideas into Agree Disagree Not supz
writing
5 Your English sentences are fragmented Agree Disagned Not sure
6 You are not able to use suitable connecting words Agree Disagree Not surel/

Example for cohesion- coloured words explains cohesion of the sentences.

1-his paragraph is a model of how you should write your sentences and paragraphs so that

they are cohesive and avoid repetition. As you read it, you should see there are different ways

I link my sentences together. Most of techniques have something in common in that I use a

word in every sentence that links back to something that has come earlier. What this means is

that rhc reildilrs finds it easier to follow my argument, because as they reacl they can make the

connections between my sentences. This is cohesion. You might also notice that I tend not to

repeat words very often, but that I do choose words with a similar meaning which is also

something you should aim to do. There are several ditferent rva-v-s I achieve this. Perhaps the

most important one is by the use of pronouns which are among the most common words in

English. Although you should also not forget about using synonyms and different word forms

- two more advanced language skills.

Example for coherence- coloured words explains coherence of the'sentence.

There are many people who claill that global warming is the most significant threat

facing us today. They argue this because it is u ciang,e: not jLrst to the current getleration, but

also to the generalions to corlre. Indeed, it is this Lhr*,'atto our future that is of most concern.

For instance, some research shows that one effect of rl*l::rl r,.,;:r':'tiii'rr might be there lvill ntlt

be enough food to feed the world in the near future.

li

I
7.Put suitable punctuation marks if it is necessary.

a) It was a shock to everyonywhen the minister was arrested and the swamiji fell apart.

b) The teacher gave out a paper whicldescribed his/trer observations about the students.

c) The.house is small buthe rent is too big.

d) According to the researchrvillages are getting low in communal clashes.

e) He bought the laptop and the cell Rhong for five thousand rupees.

8.Put apostrophe marks if it is necessary.

a) He woflt finish lecture on time if the students ask many questions.

b) He doesr?t like her because she is talkative and loiieable by all. I

c) The doctor warns'dorlt consume too much of alcohol. 'l I

d) Arun and Geeth/s vacation plan is to go to ooty. l!

e) Jam#situation is not good to take a decision.

0 Three wee{s payment is settled already.

g) She has bought adozenofsari but, that coulddi be spared with others.

h) The editor-in-chiefJreport about cosmopolitan hike the newspaper.

9.Put quotation marks for the following sentences wherever necessary.

a) The questionnaire may include options su"h a)"s, no, don't k

"r,l1
b) All the members shouted)tetto,fretlo/i
\tl
c) The examiner insffucted don't look at others paper in order to avoid punishment.

d) Money is$o*ern ithe says.

e) Arun replied my motivation ilwat.ning mouieil

0 The poem declares that neither death nor life can't be destroybd.
t

lO.Connect the following sentences with suitable conjunctions.

 ..*.J
a) This is the box...... she gave me.

b) That is the hy...t*qo* tprize.

c) The mice will or* .$.[e cat is away.

I l.Please underline the pronouns, in the follow-iog sei$ences.

a) SW.ethA told-hgr friend that the_y should'wait fsilgf outside the college campus., :

---.
b) Animals have their.set habits and l!g34are unable to ihange@ even in their dire
. : -..: ,,l,
neuissity.
,

,,'.,-,I.,! ,,',, , ' ,

{-
,,r
l2.Please underline the casuals and ternporal in+he felloy*irft sentences ,''",
. ,

b) The meeiiag comes to conclusion therefore we can go homegar[.

c) Thetrainreached low. .

d) lce -cream served b"for. dinner.

e) The national anthem sings ?j$gl.Jhe functions.

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