Augmenting EFL students’ academic writing motivation using Socratic Method of learning

Abstract

This study aimed at exploring effects of using Socratic Method of learning on students’
motivation towards academic writing. A quasi-experimental design that employed a timeseries design with single-group participants was used. A total of 24 EFL undergraduate
students who took an advanced writing skills course were selected using a comprehensive
sampling method. A questionnaire, focus group discussion, and student-reflective journals
were used to gather data. While the quantitative data were analyzed using paired-samples ttest and descriptive statistics, the qualitative data were analyzed thematically through
narration. The questionnaire data were analyzed using paired samples t-test to compare the
students’ motivation before and after the intervention. The students’ level of motivation was
measured using four criteria: self-efficacy, goal orientation, belief about writing, and affect
about writing. The findings revealed that using Socratic Method of learning increased
students’ motivation towards academic writing. The mean score results showed that selfefficacy of writing (Pretest Mean, 1.6476; Post-test Mean, 4.4000), goal orientation (Pretest
Mean, 1.5619; Post-test Mean, 4.4095), beliefs about writing (Pretest Mean, 1.6571; Posttest Mean, 4.3524), affect about writing (Pretest Mean, 1.5357; Post-test Mean, 4.4286).
Therefore, it increased students’ motivation towards academic writing which includes selfefficacy, goal orientation, belief and affect about writing. Thus, this study recommends
researchers, teachers, and students pay due attention to Socratic Method of learning.