Motivation and Writing Achievement: Examining Academic Writing Achievement among Libyan English Major Students

Abstract

This study investigated the relationship between writing motivation and writing achievement among Libyan undergraduate students majoring in English. The study aimed to determine whether writing motivation was associated with students' writing performance and to examine its predictive role in writing achievement.
 A quantitative correlational research design was employed, involving a sample of 51 English-major students from a Libyan university. Data were collected using a standardized writing motivation questionnaire and participants' writing achievement scores obtained from their academic records. Statistical analyses were conducted using Pearson's correlation coefficient to examine the relationship between the two variables and simple linear regression to determine the predictive power of writing motivation. The findings revealed a moderate positive correlation between writing motivation and writing achievement, indicating that students with higher levels of motivation tended to achieve better writing performance. Regression analysis further demonstrated that writing motivation significantly predicted writing achievement. These findings highlight the importance of fostering students' motivation as a means of improving writing outcomes in English language learning. The study recommends that English language instructors incorporate motivational teaching strategies and supportive classroom practices to enhance students' engagement, confidence, and overall writing achievement in higher education contexts.