Indicators of L2 writing value among undergraduate students

Abstract

This article reports on a study that investigated the L2 writing value of undergraduate students in Malaysia. A task-value instrument was developed through a multi-stage process, focusing on the values that students place on academic writing in English. The participants were 310 Malaysian university students aged 19 to 22. The participants completed a writing task-value questionnaire and a writing proficiency test. The results of the study indicated that Malaysian undergraduate students place high utility value on academic writing. Results also showed significant differences in attainment and intrinsic values among the three writing proficiency groups. Limitations of the study are discussed, and directions for further investigation are outlined. Implications for writing instruction and second language teaching are also discussed.