Exploring the Relationship between Drafting with Writing Process and Writing Difficulty

Abstract

This quantitative study explores the motivation factors for learning among undergraduates, focusing specifically on drafting with writing processes and difficulties. Using a purposive sample of 41 engineering students, an online survey comprising 38 items was administered covering demographic profiles, writing difficulties, planning before writing, translating while writing and editing when revising. The demographic analysis reveals a significant gender disparity with males constituting 64% and females 24% of the sample and highlights a predominantly average English proficiency level among participants. The study identifies major writing challenges such as unfamiliarity with different types of writing, goal-setting complexities and insufficient background knowledge, emphasizing the need for targeted educational interventions. Participants exhibit diverse drafting, planning and revising behaviours including structured drafting strategies, varied planning methods and focused revising practices. These findings suggest that tailored instructional approaches and support mechanisms are essential to enhance writing proficiency and confidence among engineering students. Future research should investigate longitudinal writing development, the impact of technological tools and the role of peer feedback and cultural factors in writing to further improve educational practices and student outcomes.