Will as a Partner to Skill

What is it about?

This chapter looks at how writing skills and student motivation are connected in the English classroom. It focuses on how teachers can give feedback that helps students feel more confident in their writing. By exploring three motivation theories, it shows how the way teachers give feedback can impact students’ progress. Teachers will learn strategies to make their feedback more helpful and encourage students to set their own goals to improve their writing.

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Photo by Kelly Sikkema on Unsplash

Photo by Kelly Sikkema on Unsplash

Why is it important?

This work is important because it highlights the critical link between student motivation and effective writing instruction—something that is often overlooked in the classroom. Many students struggle with writing not because they lack ability but because they lack confidence and motivation. By focusing on goal-oriented feedback, this chapter provides a practical way for educators to build students’ self-efficacy, which can lead to stronger writing skills and a more positive attitude toward learning. What makes this work unique is its emphasis on motivation theories in the context of writing feedback. While feedback is a common part of teaching, this approach reframes it as a tool for empowering students rather than just correcting mistakes. The strategies provided help teachers shift their approach so that feedback becomes more constructive, encouraging students to take ownership of their growth. This work is also timely, as educators continue to face challenges in keeping students engaged and motivated, particularly in a world where technology and changing attention spans impact learning. By adopting these strategies, teachers can create a classroom environment where students feel capable, motivated, and willing to take risks in their writing.