The impact of topic interest on writing in EFL learning contex

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dc.contributor.advisorCancino Ávila, Marco Octavio
dc.contributor.authorÁvila Castillo, Marjorie
dc.contributor.editorFacultad de Educación y Ciencias Sociales
dc.date.accessioned2025-05-13T15:01:15Z
dc.date.available2025-05-13T15:01:15Z
dc.date.issued2024
dc.descriptionSeminario de título (Profesor de Inglés para la Enseñanza Básica y Media, Licenciado en Educación)
dc.description.abstractThis study explores the impact of topic interest on EFL learners’ writing performance and their perceptions of writing tasks. A mixed-methods approach was employed, combining quantitative analysis of rubric-based scores and qualitative insights from interviews. The findings revealed that HTI (High Topic Interest) tasks significantly enhanced students’ word count, content quality, and overall performance compared to LTI (Low Topic Interest) tasks. Participants expressed greater ease and engagement with HTI, citing individual interest and prior knowledge as pivotal factors. Additionally, situational interest emerged as a motivator for engaging with LTI tasks, particularly when supported by clear instructions and tools like Google Translate. The results emphasized the importance of integrating topics of interest into writing tasks to foster motivation, enhance learning outcomes, and support the development of EFL writing skills.
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/64627
dc.language.isoen
dc.publisherUniversidad Andrés Bello
dc.subjectInglés
dc.subjectEnseñanza
dc.subjectHablantes Extranjeros
dc.subjectEscritura
dc.subjectEnseñanza Básica
dc.titleThe impact of topic interest on writing in EFL learning contex
dc.typeTesis
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