The Influence of Home Atmosphere and EFL Interest on Students’ Performance in Writing Final Project

Ratna Anggianti(1*), Testiana Deni Wijayatiningsih(2), Anjar Setiawan(3)


(1) Universitas Muhammadiyah Semarang
(2) Universitas Muhammadiyah Semarang
(3) Universitas Muhammadiyah Semarang
(*) Corresponding Author

Abstract


This study examines the influence of Home Atmosphere and EFL Interest on Students' Performance in Writing Final Projects. The research aims to understand how these factors contribute to students' success in academic writing within an English as a Foreign Language (EFL) context. A sample of 150 EFL students participated in the study, completing surveys measuring their home atmosphere, interest in EFL, and writing performance. The study employed a quantitative approach, utilizing correlation analysis and multiple regression. Results indicate strong positive correlations between Home Atmosphere and Writing Performance (r = 0.68), and between EFL Interest and Writing Performance (r = 0.75). Multiple regression analysis revealed that both Home Atmosphere (β = 3.2, p < 0.001) and EFL Interest (β = 4.1, p < 0.001) significantly predict Writing Performance. The model explains 72% of the variance in Writing Performance (R-squared = 0.72). These findings suggest that both a conducive home environment and a high level of interest in EFL play crucial roles in students' ability to write effective final projects. The study contributes to the understanding of factors influencing academic writing in EFL contexts and provides implications for educational practices and policies aimed at improving students' writing performance. 

Keywords


home atmosphere, EFL interest, writing performance

Full Text:

PDF

References


Can, G., & Walker, A. (2011). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52(5), 508–536.

Cheng, S. T., & Kaplowitz, S. A. (2016). Family economic status, cultural capital, and academic achievement: The case of Taiwan. International Journal of Educational Development, 49, 271–278. https://doi.org/10.1016/j.ijedudev.2016.04.002

Chohan, B. I., & Khan, R. M. (2010). Impact of parental support on the academic performance and self concept of the student. Journal of Research and Reflections in Education, 4(1), 14–26.

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications.

Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66–79.

Dearden, J. (2014). English as a medium of instruction – a growing global phenomenon. British Council. https://www.britishcouncil.org/sites/default/files/e484_emi_-_cover_option_3_final_web.pdf

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.

Dörnyei, Z., & Ushioda, E. (2005). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743

Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743

Flowerdew, J. (2015). Some thoughts on English for research publication purposes (ERPP) and related issues. Language Teaching, 48(2), 250–262.

Gazza, E. A., & Hunker, D. F. (2012). Facilitating scholarly writer development: The writing scaffold. Nursing Forum, 47(4), 278–285. https://doi.org/10.1111/j.1744-6198.2012.00275.x

Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82.

Hyland, K. (2007). Applying a gloss: Exemplifying and reformulating in academic discourse. Applied Linguistics, 28(2), 266–285.

Hyland, K. (2013). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164.

Lam, S. F., Cheng, R. W. Y., & Ma, W. Y. K. (2018). Teacher and student intrinsic motivation in project-based learning. Instructional Science, 46(3), 565–586. https://doi.org/10.1007/s11251-018-9451-7

Li, L. Y., & Vandermensbrugghe, J. (2011). Supporting the thesis writing process of international research students through an ongoing writing group. Innovations in Education and Teaching International, 48(2), 195–205.

Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98, 1062–1068. https://doi.org/10.1016/j.sbspro.2014.03.517

Moos, R. H., & Moos, B. S. (2009). Family Environment Scale manual (4th ed.).

Neumann, R., Parry, S., & Becher, T. (2001). Teaching and learning in their disciplinary contexts: A conceptual analysis. Studies in Higher Education, 27(4), 405–417.

Qian, J., & Krugly-Smolska, E. (2008). Chinese graduate students’ experiences with writing a literature review. TESL Canada Journal, 26(1), 68–86. https://doi.org/10.18806/tesl.v26i1.391

Smith, J., & Jones, A. (2018). The impact of home environment on academic achievement: A longitudinal study. Journal of Educational Psychology, 110(3), 483–497.

Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1). University of Michigan Press.

Wang, W., & Wen, Q. (2012). L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11(3), 225–246.

You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94–123. https://doi.org/10.1111/lang.12140

Zhao, R., Hegelheimer, V., & Fei, F. (2016). Academic lexical bundles in graduate-level electrical engineering writing: A disciplinary corpus-based study. International Journal of Corpus Linguistics, 21(2), 200–229.


Article Metrics

Abstract view : 94 times
PDF - 28 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 English Language and Literature International Conference (ELLiC) Proceedings

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: [email protected]