Exploring the Impact of Topic Interest on EFL Writing Quality and Writing Quantity: A Mixed-Methods Study
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This mixed-methods study aimed to assess the impact of topic interest on writing quality and writing quantity, as well as explore the perceptions of EFL learners toward topic interest in the writing process. Thirty-one secondary education EFL learners were asked to complete argumentative writing tasks under two topic interest conditions, namely, high topic interest and low topic interest. This was followed by semi-structured interviews conducted with six participants. Writing quality was assessed by means of an analytic rubric evaluating content, organization, language use, lexicon, and writing mechanics, while writing quantity was measured through the number of words written in the writing tasks. Results revealed that topic interest had an impact on overall rubric scores, the content component, and the number of words produced. Perceptions of learners toward their levels of interest in the topics for the writing tasks highlighted individual and situational components of topic interest, as well as the effect of prior knowledge in their writing. The results contribute to research emphasizing the integration of interesting topics in EFL classrooms to foster motivation, enhance learning outcomes, and support the development of EFL writing skills.
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