Conclusiones del estado del arte

The qualitative data obtained from the open-ended question on the reasons for satisfaction and dissatisfaction of the exam results indicated that 5 major and 31 sub- themes were identified as factors that reveal the respondents‘ dissatisfaction in the exam results. Of these, the most frequently mentioned was student related problems (72 times) and the next frequently mentioned was grade related problems (63 times). Of the 31 individual problems, the most frequently mentioned as the major source of dissatisfaction was obtaining unexpected grade (33 times) (see Appendix 4).

Here are examples of student related causes for dissatisfaction with the outcomes of the courses:

I did not prepare myself for the exam (average achiever).

I did not have adequate knowledge of grammar and vocabulary (low achiever).

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taught at the University I was very confused (average achiever).

I did not get opportunities to practice writing and develop my writing skills (low achiever).

Each of the above statements indicates the respondent‘s realization of his shortcomings (See Appendix 4 for more examples).

On the other hand, 9 major motives that include obtaining expected grade, development of knowledge and skills, effective ways of teaching, good background, hard work, interest

in the course, practising writing, good exam and interesting topics for easy writing were

identified as indicators of the positive attitude of the respondents. Of these, obtaining

expected grade was the most frequently mentioned reason for their satisfaction with the

exam results (85 times). The second most frequently mentioned reason for satisfaction with the exam result was developing the required knowledge and skills of writing (50 times).

One of the interesting findings of the present study is that in both sets of the variables influencing the development of negative and positive attitudes getting unexpected and

expected grades received the highest frequency counts. This implies that grades are the

most influential factors in the development of either negative or positive attitudes towards writing. Dornyei (1994) himself emphasized the importance of evaluating students‘ satisfaction over course results, as this can be rewarding in terms of developing positive attitudes or enjoyment towards writing. Therefore, it is imperative that teachers need to consistently check on their students‘ reaction to grades received. Secondly, teachers should also ensure that students feel that they developed the required knowledge and writing skills from the writing course because, as findings indicated, if they do so they will be more motivated to undertake writing activities happily and be committed to

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improving their writing competence. The statement from one of the respondents reflects this feeling: ―Even if the result was not enough, I learned useful writing techniques that I will use in the future‖ (high achiever).

With regard to satisfaction with grades, high achievers were not easily satisfied with their results unless they got what they had expected. Findings indicated that 50% of the high achievers were not satisfied with their writing course results, probably because they might have got B‘s. This is evident in the following statement: ―I was not happy with my result, for I got only B, but I had done well enough to get an A‖ (high achiever). This is in line with Dornyei‘s (1994) expectancy, which he identified as one of the four motivational factors related to the course. That is ―the perceived likelihood of success‖ can have greater impact on the student‘s attitude.

4.2.3.1 Evaluation of ways of teaching writing

The third attitudinal variable that can be used to assess and determine the respondents‘ attitude towards writing is their evaluation of ways of teaching writing. In response to the question, Were you happy with the way you were taught writing?, the majority of the respondents (n=406, 69.0%) replied affirmatively and about 30% responded negatively.

4.2.3.2 Qualitative data on evaluation of ways of teaching writing

The evaluation made by the respondents on the ways of teaching writing courses is summarized in Appendix 5, where both the factors that contribute to the development of negative and positive attitudes towards ways of teaching writing are shown. With regards to factors contributing to developing negative attitudes, 15 factors were identified and classified into three major categories of themes. Of these, the first factor, Not developing

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the necessary knowledge and skills of writing received the highest frequency count (28

times out of the total 82 counts) and the second one, Incompetent/unqualified teacher

received next higher frequency count.

On the other hand, 21 factors, classified into four major categories, were identified as factors contributing to the development of positive attitudes towards ways of teaching writing. Among these, Developing writing knowledge and skills required in academic

and professional setting received the highest frequency count (76 out of 308 of the total

counts). The second and the third factors that obtained 53 and 33 counts were

Interest/Enjoyment and For self expression respectively.

The presence or the absence of the first factor can have positive or negative effects on one‗s attitude. This implies that learners are highly motivated by the usefulness and effectiveness of the knowledge and skills they acquire from their writing classes. In other words this will instrumentally motivate them to further develop their writing competence. Relevance, which is one of the components of Dornyei‘s course specific category, is considered as an important motivational variable for the development of a positive attitude. For example, one respondent mentioned that: ―The course is essential to get prepared to meet the demands of writing in academic and work place settings and also to be able to express ideas in a good manner‖ (average achiever). The motivation derived from perceiving the value of the course to their career development enables learners to persistently exert the necessary effort to acquire knowledge and develop writing skills.

4.3. Quantitative data on the relationship between attitudinal variables and writing