Effective Teaching Practices that Enhance Students’ Motivation and Engagement in the

EFL Writing Class.

Most teachers struggle when they want their students to write. Generally, students are

reluctant to do written assignments because they find the task extremely challenging. At

every level of education, children are asked to write and hand in assignments with different

formats and about varying topics. Some topics may result appealing to students, and some

others, may not. Whatever the case, writing is not an easy task, especially when the piece of

writing has to be done in another language. Being such a difficult activity, it is the teachers’

job to find the means to engage students in the writing process. If teachers want their students

to succeed in the ESL writing class, they have to arouse students’ desire to write. In order to

do so, educators should make use of effective teaching practices such as the selection of

interesting topics, the inclusion technology, and the design of a communicative purpose.

First of all, motivation to write can be achieved by choosing topics of students’

interests. Before assigning a writing task, teachers can ask students about their concerns and

preferences. For example, some learners may want to write about their favorite singer or

band, others about a movie or a book, and others about a famous person they like. Taking into

account students’ interests, teachers can offer a range of options so students can choose what

to write about. Educators know that all students are different and that those differences should

be observed in order to maximize students’ individual potential. Giving room to students to

choose among certain topics, teachers may have made the first step into learners’ engagement

with writing.

Another effective technique to motivate students to write is to include the use of

technology. It is commonly known that today’s adolescents, the so called Generation Z, have

spent their entire life with cell phones, computers, and touch screens. This generation may

adapt to a 20th century model, but it is an unnatural fit (Carter 2016). For that reason,

educators should adjust their teaching practices and try to include the use of technological
devices in the classroom. Using technology may make students feel more confident since

they might be able to look for information on the Internet, to use an online dictionary, or to

add images to their writings. In summary, it is highly advisable that teachers let students work

with technological devices if they want to motivate them to write.

In addition to interesting topics and the use of technology, teachers should make sure

to design an engaging purpose for written tasks. Students do not have the same commitment

when they know their piece of writing will be read not only by the teacher, but also by other

students. In fact, any written assignment would be done more consciously if students are told

their productions will be shared with the school community. For example, teachers can create

a blog to post students’ writings, which can be exposed at the school board, or exchanged

with students from another school or even from another country. By creating a

communicative purpose, teachers will make students be more committed to the written task.

In conclusion, even though at first students may feel uncomfortable about writing,

teachers have the tools to change that feeling. All educators know that getting students to

write can be a hard task, but, by including effective teaching practices, teachers can arouse

students’ motivation in the EFL writing class. The use of topics according to students’

interests, the incorporation of technology and the design of a communicative purpose are, in

summary, three crucial techniques that every teacher should take into account before

assigning a writing task.