Publication is an obligatory step in scientific research. Scientific writing courses for learners of English as second language are uniquely burdened with the two-pronged objectives of developing the students’ language proficiency and skill for critical analysis. Evidence has shown that the likelihood of achieving these objectives is seen in highly motivated students. In the present study, we adapted the Science Motivation Questionnaire II (SMQ II) to understand the motivating factors for first-year students enrolled in a scientific writing course in a research university in Japan. This course focuses on the acquisition of writing skills necessary to publish academic papers based on original research. The SMQ II was adapted and translated from English to Japanese. We assessed its validity and reliability based on the responses of 203 participants using the following statistical indicators: Cronbach’s alpha, CFI, GFI and RMSEA. The results revealed high reliability (α > 0.8) for the adapted questionnaire. However, we have identified a low congruence to the original model, which warrants further investigation. This presentation will describe how the questionnaire was adapted to the context of this university and how the applied changes influenced the validity and reliability of the questionnaire.
Keywords: motivation, academic writing, English language learning;
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