Purpose: The present study aims to determine which factors could influence the learners’ motivation to write in English academically and its relationship with their gender and majors. It also seeks to contribute to the instructors teaching writing lessons to determine their students’ writing motivation and possible ways to increase it. Research Methods: The Academic Writing Motivation Questionnaire (Payne, 2012) was conducted on 65 participants studying English at a state university’s preparatory classes during the 2018/2019 academic year in Turkey. The data were subjected to SPSS software. Findings: The study results revealed that EFL learners had an average level of motivation in writing. Furthermore, female learners had a higher motivational level on the scales of enjoyment, instrumentality and effort than males. Based on the participants’ majors, it was found out that those from Medicine and Molecular Biology and Genetics had lower writing motivation than the students from English Language and Literature, English Language Teaching and International Relations. Implications for Research and Practice: Further research might evaluate academic writing motivation with a larger sample of the participants from the different educational background by using different instruments. Secondly, instructors need to find ways to enhance their students’ writing motivation considering this research’s findings. Thirdly, qualitative data can be included to investigate learners’ academic writing motivation. Finally, future studies can focus on whether learners’ motivation changes or enhances after assistance or training is applied.