Developing Writing Skills in the English Classroom: The Impact of Challenges, Motivating and Preparing a Positive and Promising Environment

This study examines students' lack of participation in classroom activities and written assignments in girls' schools in Famanin. Students did not care about writing. They lacked the necessary motivation to write, and they did not make the effort to acquire these skills. They did not see a connection between their future and completing these assignments. Factors that were to contribute to this problem included linguistic factors, psychological factors, methodological factors, and interpersonal factors. The results showed that the most effective and important factors in the reluctance to write were the teachers' lack of interest in this issue and the "lack of readers" to review students' works and writings and provide appropriate feedback on the writings in this regard. Accordingly, the use of portfolios and collecting students' written documents in a folder was chosen to eliminate students' negative attitudes, increase motivation, and create a significant opportunity for reflecting on documented assignments.

Keywords:

reluctant writers , portfolio , motivation , students , teachers , assignment