Teaching Styles and EFL Students’ Intrinsic and Extrinsic Motivation in University Writing Courses
DOI:
https://doi.org/10.33394/jollt.v14i4.20557Keywords:
EFL classroom, Learning motivation, Teaching styles, Learning styles, Writing skillsAbstract
This study examined the relationship between a lecturer’s teaching styles and EFL students’ intrinsic and extrinsic motivation in a writing course. Employing a mixed-methods design, quantitative data were collected through a Likert-scale questionnaire administered to 38 first-semester students, while qualitative data were obtained through semi-structured interviews with eight selected participants. The quantitative data were analyzed using correlation and multiple regression techniques, while thematic analysis was used for the qualitative data. The findings showed that the five teaching styles were jointly and significantly associated with intrinsic motivation (F = 5.133, p = .001) and extrinsic motivation (F = 7.872, p < .001). However, no individual teaching style showed a statistically significant partial association with intrinsic motivation (all p > .05). In contrast, expert (t = 2.529, p = .017) and personal teaching styles (t = 2.495, p = .018) showed significant unique associations with extrinsic motivation, while formal authority, facilitator, and delegator styles did not. Qualitative findings indicated that facilitator and delegator approaches could support autonomy and engagement but required sufficient guidance to avoid confusion and unequal participation. Overall, intrinsic motivation was associated with a combination of teaching approaches and students’ internal factors, whereas extrinsic motivation was particularly associated with expert and personal teaching styles. The findings suggest that lecturers in EFL writing courses should combine clear explanations and subject expertise with personal guidance, feedback, and adequate instructional support while promoting student autonomy.
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