THE ESL TEACHERS’ TEACHING STRATEGIES FOR WRITING MOTIVATION AND THEIR RELATIONSHIP WITH 8TH GRADERS’ WRITING HABITS IN THE CONTEXT OF GILGIT-BALTISTAN

Abstract

Motivation for learning is key aspect of teaching and learning of language, especially English as second language. The present study investigated teachers’ motivation-oriented teaching strategies in use and its relationship with students’ writing habits on a sample of 8 graders from the Pakistan ESL context, at Gilgit District. A self-developed questionnaire was used to survey perceptions of students on their teachers’ motivation-oriented strategies use (MOTSU) for developing writing skills in classroom and their writing habits. The sample consisted of 200, ESL students, selected through stratified random sampling, from District Gilgit. The MOTSU measured students’ reported use of the strategy on a five-point rating scale, from ‘Strongly Agree’ to ‘Strongly Disagree’. Writing Habits (WH) were measured in terms amount of time spent on writing on daily basis. It was found that students spent on writing, from minimum 10 minutes to maximum 5 hours daily. Motivation-Oriented-Teaching-Strategy Use (MOTSU) had no significant relationship with the first component of WH, Daily Writing Habits. However, Teacher-Modelling Strategy (TMS) seemed to have highest influence on WWH (rrho= .202, p = .007) of all the five strategies explored in the current study model. Both school system and gender appeared to have no significant influence on the relationship between MOTSU and DWH and WWH.