Writing Motivation, Strategy Use, and Proficiency of Chinese Non-English Majors

Abstract

This study investigates the interplay of English language motivation, writing strategies, and proficiency among non-English major Chinese university students. A mixed-methods approach reveals a moderate positive correlation between these factors, with both intrinsic and extrinsic motivations and translation strategies standing out as particularly impactful. The study further uncovers distinctive motivational, strategic, and proficiency patterns among different student groups, including sex, school type, academic year, and major divisions. Based on these findings, the Motivation-Strategy-Proficiency-based Writing Enhancement Program (MSP-WEP) is proposed to holistically improve academic writing skills. This research contributes to the understanding of factors affecting English academic writing proficiency in non-English major students and provides a practical program for educators, with a call for future research into the program’s efficacy in diverse learning contexts.