This study was aimed to investigate the effects of mastery learning instruction on engineering students’ academic writing skills and motivation in an EFL context. The participants were software engineering and computer science first-year students, and they were selected using a multistage sampling technique. Observation, a questionnaire, and pre- and post-tests were employed as data gathering instruments. The research was designed through a time series quasi-experimental research design. The data were analysed through repeated measure ANOVA, independent t-tests, as well as descriptive statistics. The findings indicated that there was a statistical difference between the experimental and the control groups. Hence, students who participated in mastery learning instruction improved their writing skills and achieved better scores in writing skills assessment. Particularly, learners who learned through mastery learning instruction were able to develop paragraphs and essays with clear topic sentences and thesis statements. They also developed paragraphs with proper punctuation and minimized various mechanical errors that were observed during the pre-test. Furthermore, the students who engaged in mastery learning instruction had better levels of motivation. Thus, individualized instruction and continuous feedback helped them improve their engagement in writing activities. Hence, this study calls for more attention to self-paced instruction, regular feedback, assessment, and continuous support in writing classrooms.

中文翻译：

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精通学习指导对工科学生写作技能发展和动机的影响

这项研究旨在调查掌握学习指导对在EFL环境中工科学生的学术写作技能和动机的影响。参与者是软件工程和计算机科学的一年级学生，他们是使用多阶段抽样技术选出的。观察，问卷调查以及测试前和测试后均用作数据收集工具。该研究是通过时间序列准实验研究设计而设计的。通过重复测量方差分析，独立的t检验以及描述性统计数据对数据进行了分析。这些发现表明实验组和对照组之间存在统计学差异。因此，参加精通学习指导的学生提高了写作技巧，并在写作技巧评估中获得了更高的分数。尤其是，通过精通学习指导学习的学习者能够用清晰的主题句子和论文陈述来发展段落和论文。他们还开发了带有适当标点符号的段落，并最大程度地减少了预测试期间发现的各种机械错误。此外，从事精通学习指导的学生的动机水平更高。因此，个性化的指导和持续的反馈帮助他们提高了写作活动的参与度。因此，本研究呼吁更多地关注自定进度的教学，定期的反馈，评估以及对写作教室的持续支持。通过精通学习指导学习的学习者能够编写段落和论文，并带有清晰的主题句和论文陈述。他们还开发了带有适当标点符号的段落，并最大程度地减少了预测试期间发现的各种机械错误。此外，从事精通学习指导的学生的动机水平更高。因此，个性化的指导和持续的反馈帮助他们提高了写作活动的参与度。因此，本研究呼吁更多地关注自定进度的教学，定期的反馈，评估以及对写作教室的持续支持。通过精通学习指导学习的学习者能够编写段落和论文，并带有清晰的主题句和论文陈述。他们还开发了带有适当标点符号的段落，并最大程度地减少了预测试期间发现的各种机械错误。此外，从事精通学习指导的学生的动机水平更高。因此，个性化的指导和持续的反馈帮助他们提高了写作活动的参与度。因此，本研究呼吁更多地关注自定进度的教学，定期的反馈，评估以及对写作教室的持续支持。他们还开发了带有适当标点符号的段落，并最大程度地减少了预测试期间发现的各种机械错误。此外，从事精通学习指导的学生的动机水平更高。因此，个性化的指导和持续的反馈帮助他们提高了写作活动的参与度。因此，本研究呼吁更多地关注自定进度的教学，定期的反馈，评估以及对写作教室的持续支持。他们还开发了带有适当标点符号的段落，并最大程度地减少了预测试期间发现的各种机械错误。此外，从事精通学习指导的学生的动机水平更高。因此，个性化的指导和持续的反馈帮助他们提高了写作活动的参与度。因此，本研究呼吁更多地关注自定进度的教学，定期的反馈，评估以及对写作教室的持续支持。