The Teacher as a Motivational Factor in Enhancing EFL Student’s Argumentative Writing Proficiency

Abstract

The thesis in-hand attempts to investigate the teacher‟s use of motivational strategies to ameliorate the student‟s argumentative writing skill. One of the major problems that confronts EFL students in their writing process is the lack of motivation to write, for that reason we put forward the assumption that the implementation of motivational strategies stimulates EFL third year students at the University of Mohammed Seddik Ben Yahia to write a comprehensive piece of argumentative writing from one hand, and increases the student‟s willingness toward Writing Expression module in the other hand. In order to achieve this end, two questionnaires were administered to both third year EFL students and teachers of Written Expression at the University of Mohammed Seddik Ben Yahia. The obtained results and the generated analysis of both teacher and student questionnaires, which is administered to 50 EFL third year students and 8 written expression confirmed the research hypothesis. The analysis of this tool of research has revealed that the vast majority of participants are more motivated to write an argumentative piece of writing when the motivational strategies are applied.