Barriers to engagement: Exploring avoidance strategies in EFL writing classes

This study examined EFL students’ academic avoidance in English writing classes through an explanatory sequential mixed-method design. Quantitative data were collected from 358 students using the Avoidance Strategies Scale and the English Writing Motivation Scale. Subsequently, 32 students were selected through criterion sampling for semi-structured interviews to explain the quantitative findings. Of the 358 students, 216 (60.34%) exhibited moderate avoidance, 122 (34.08%) low avoidance, and 20 (5.59%) high avoidance. Avoidance was highest for novelty-related tasks and lowest for help-seeking. No significant gender differences were identified. However, class-level differences were found for help-seeking avoidance, avoidance of effort and challenges, and overall avoidance, with B1 students reporting the highest levels in the significant comparisons. Intrinsic motivation was negatively related to academic avoidance, whereas extrinsic motivation and amotivation were positively related; amotivation showed the strongest associations. The qualitative coding yielded 10 instances of active participation or task completion and 35 instances of difficulty in completing assignments. Help-seeking behaviours were coded as peer or teacher support (f = 19), technology-mediated support (f = 32), and self-reliance or independent learning (f = 6). These frequencies refer to coded responses rather than mutually exclusive participant counts, as individual responses could be assigned to more than one category. Additional barriers reported by the participants included lack of interest, fear of failure, low self-confidence, difficulties with time management, unclear task requirements, shyness, fear of negative feedback, peer influence, and language-related challenges. Overall, the findings underscore the importance of providing clear task instructions, accessible and supportive teacher guidance, and motivationally responsive writing instruction in EFL classrooms.