Bridging Motivation: Improving L2 writing motivation via review-based bridging activities

Abstract

Motivation is essential for second language learning but is not always forthcoming in the context of Danish high school teaching of L2 English. The present study assesses the possibility of improving high school students’ L2 writing motivation through the use of a “review assignment,” i.e. a writing assignment wherein students review a self-selected piece of media. This assignment is constructed based on the “bridging activities” framework formulated by Steven L. Thorne and Jonathon Reinhardt (2008). By incorporating students’ extramural interests through student-selected texts, such an assignment is conducive to student autonomy, task relevance, and authenticity, all of which are beneficial to writing motivation. A mixed methods study of a Danish high school class was conducted, comprising two questionnaires and student interviews. It is concluded that the review writing assignment had a positive effect on the students’ L2 writing motivation through increased autonomy and relevance to the students’ extramural interests. Additionally, the study suggests that the main hindrance to the effectiveness of motivation-enhancing bridging activities is the performance culture prevalent in Danish high schools.