detailed measurement instrument designed to assess motivation in an EFL writing class,

 Here's a detailed measurement instrument designed to assess motivation in an EFL writing class, based on Dörnyei’s L2 Motivational Self System (L2MSS). This instrument can be used for university-level students and includes components of:

1. Ideal L2 Self

2. Ought-to L2 Self

3. L2 Learning Experience
   — tailored specifically to a writing class context.

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Title: Motivation Questionnaire for EFL Writing Class Based on L2MSS

Format:

• 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree)

• Self-administered questionnaire

• Estimated completion time: 10–15 minutes

• Sections: Demographics + L2MSS subscales

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Section A: Demographic Information

(Short and general)

• Age:

• Gender:

• Major:

• Years learning English:

• Previous English writing instruction:

• English proficiency level (self-rated): [ ] Low [ ] Medium [ ] High

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Section B: Motivation Components (L2MSS)

I. Ideal L2 Self (8 items)

These items explore the learner’s image of their ideal English self, especially in the context of writing.

1. I imagine myself writing fluently in English in the future.

2. I want to become someone who can write strong academic texts in English.

3. I can picture myself writing emails or reports in English for work or study.

4. I hope to publish something in English one day.

5. I feel excited when I think about writing in English like a native speaker.

6. I often think about improving my writing skills to become the writer I want to be.

7. Writing well in English is part of the person I want to become.

8. My ideal future self includes being confident in academic English writing.

II. Ought-to L2 Self (7 items)

These items examine the learner’s sense of duty, obligation, or external expectations tied to learning English writing.

1. People important to me expect me to write well in English.

2. I feel I must write well in English to avoid letting others down.

3. My family wants me to succeed in English writing classes.

4. Employers will expect me to have good English writing skills.

5. I think society values people who can write effectively in English.

6. I work hard on my writing because I don’t want to disappoint my lecturers.

7. I would feel guilty if I didn’t try hard to improve my English writing.

III. L2 Learning Experience (10 items)

These items reflect the learner’s present experience and attitudes toward the English writing class and its environment.

1. I enjoy the activities we do in my English writing class.

2. The writing tasks in this class are meaningful to me.

3. I feel supported by my writing instructor.

4. I find the feedback I get on my writing helpful and motivating.

5. I like the topics we write about in class.

6. The learning environment in this writing class encourages me to do my best.

7. I feel confident when I complete writing assignments.

8. Working with classmates during writing activities motivates me.

9. The way writing is taught in this class matches my learning style.

10. I feel more interested in writing in English because of this class.

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Section C: Open-ended Questions (Optional)

1. What motivates you the most to write in English?

2. How do you see your English writing skills in the future?

3. What challenges do you face in this writing class?

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Scoring Guide (For Research Purposes)

• Ideal L2 Self: Mean score of 8 items

• Ought-to L2 Self: Mean score of 7 items

• L2 Learning Experience: Mean score of 10 items

• Higher mean = stronger endorsement of that motivational component.