Writing has always been explained through cognitive, socio-cognitive, and sociocultural theories over time. Recent studies have largely emphasized the sociocultural aspect of writing. In this research, alienation, which is both a psychological and sociological concept, is discussed in the context of writing. The present exploratory mixed-method study aims at determining the dynamics of the concept of alienation from writing. In the qualitative phase, a form was applied to 546 students, and followingly, among 546 students, 3 different categories of students whose writing frequency, duration, interest and feeling over time, “decreased”, “continued”, and “lost” were identified for conducting the interview sessions. Result of the interviews manifested 5 different themes of social dynamics, politics, beliefs, writing practices, and sources. A questionnaire was developed based on the codes of the themes and responded by 351 students. Factor analysis was run to analyze the results of the questionnaire. Accordingly, 6 constructs of writing practices, teaching writing, emotion, value, appraisal system, and perception were identified. Not only do the results of the present study prove some aspects of alienation from writing, but also it brings forth several recommendations for further investigations.

Keywords: Language education, Alienation, Writing skill, Alienation from writing, Mixed-method