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mphasizes different kindsof interaction in the teaching process.It can be shown in some classical definitions ofrepresentative scholars,even though different scholars had various definitions ofinteractive writing teaching.

In the 1980s,interactive teaching was proposed by Palincsar and Brown.Interactive teaching was an interactive procedure aimed to improve readingcomprehension skills,which involved a dialogue between students and the teacher(Palincsar&Brown,1984;Palincsar&Brown,1986;Palincsar,Brown&Martin,1987).Meanwhile,Rivers(1988)regarded language learning and languageteaching as an interactive process and put forward the ten principles of interactiveteaching.According to Brown(2001),the interaction was the collaborative exchangeof thoughts,feelings,or ideas between people,resulting in a reciprocal effect on eachother.He also pointed out that the teacher would perform different roles in aninteractive class,such as a controller,director,manager,and facilitator.Chen(2008)defined interactive teaching as a kind of teaching mode based on the theories of socialinteraction,humanism,and constructionism,which takes students as the center,andattaches importance to the interaction between the teacher and students as well asbetween students and students.In the process of interactive writing teaching,teachers and students are given chances to discuss,observe,and communicate with each other(Guo,2010).Some researchers advocated interactive teaching based on computer andonline facilities,which provided students with opportunities to communicate and uselanguage through human-computer interaction,teacher-student interaction,andstudent-student interaction(Duan&Feng,2003;Yuan,2007).

2.2 Writing MotivationIn this section,the definitions,measurements,and variables of writingmotivation will be presented.Besides,the relationship between writing motivationand writing performance will be discussed.

2.2.1 Definitions of Writing Motivation

Psychologically,motivation is the power that stimulates and directs behaviortoward a goal(Eggen&Kauchak,1994).The motivation was introduced into secondlanguage teaching by Gardner in the 1950s,which plays an important role inaccounting for the success or failure of mastering the language.On the basis of theviewpoint of social psychology,Gardner(1985)proposed that motivation refers to theextent to which the strength drives individuals to learn a language so that they canexperience the satisfaction of the learning process.He emphasized the social nature ofmotivation.Martin(2003)defined motivation as students’energy and drive to learn,work,and achieve at school and the behaviors that derive from this energy and drive.In this point,motivation is a kind of driving force.

Over the last few decades,writing motivation has undergone some changingconceptualizations,since its introduction in writing research.Writing motivationinvolves the whole writing process and appears to be a vital step in transforming awriting action into a product(Süğümlüet al,2019).According to Boscolo and Gelati(2019),writing motivation is a viewpoint of writing grounded in a set of dispositions,beliefs,and goals,which develops when students are asked to write and use theirwritten productions in various tasks and situations.Abdel Latif(2019)reviewedrelevant literature and gave a specific definition that motivation was an umbrella termencompassing liking or disliking o本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。