Peer Reviewed Open Access

This paper is reviewed in accordance with the Peer Review Program of IRA Academico Research

A Review of EFL Students’ English Writing Self-efficacy

Dan Li
DOI: http://dx.doi.org/10.21013/jems.v18.n3.p4
Abstract

Writing is the most difficult of all language skills (Zhang & Guo, 2012) and it involves a cognitive process (Bruning et al., 2013; Hayes, 2000). Self-efficacy refers to subjective beliefs in one’s abilities to perform a task (Bandura, 1997) and it belongs to cognition. Therefore, writing self-efficacy was studied widely on the ground that the two concepts share something in common: cognition.

Writing self-efficacy refers to individuals’ judgments of how well they can accomplish a writing task based on their assessments of “various composition, grammar, usage, and mechanical skills” (Pajares & Valiante, 2001, p. 369). Previous studies demonstrated that writing self-efficacy was positively correlated with writing outcomes (Woottipong, 2020; Sun & Wang, 2020; Micheaux & White, 2019) Paramartha, 2016; Kirmizi, 2015; Pajares & Valiante, 1999). Hence, it is of great importance and necessity to research writing self-efficacy.

The research purpose of this study is to compare the differences in English writing self-efficacy of different majors and explore potential factors of variations.

Keywords
EFL, Writing, Self-efficacy
Full Text:
PDF
References

Alberth. (2019). Use of Facebook, students’ intrinsic motivation to study writing, writing self-efficacy and writing performance. Technology, Pedagogy and Education, 28(1), 21-36.

Abbasian, G. R., & Malardi, P. (2013). The Effect of Negotiated Syllabus on EFL Learners' Writing Ability and Self-efficacy. Theory & Practice in Language Studies, 3(8).

Bai, B., & Guo, W. (2018). Influences of self-regulated learning strategy use on self-efficacy in primary school students' English writing in Hong Kong. Reading & Writing Quarterly, 34(6), 523-536.

Bai, Barry; Guo, Wenjuan (2019). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, (), 136216881985992–. doi:10.1177/1362168819859921

Bruning, Roger; Dempsey, Michael; Kauffman, Douglas F.; McKim, Courtney; Zumbrunn, Sharon (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. doi:10.1037/a0029692

Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885-1913.

Chen, J., Zhang, L. J., Wang, X., & Zhang, T. (2021). Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study. Frontiers in Psychology, 12.

Chae, S. E. (2013). Effects of Self-efficacy and Interest on College Students' L2 Writing Strategy Use and Performance. ENGLISH TEACHING (영어교육), 68(4), 43-64.

Covill, A. E. (2012). College students' use of a writing rubric: effect on quality of writing, self-efficacy, and writing practices. Journal of Writing Assessment, 5(1).

Demir, S. (2018). The Relation between the Awareness Level of Writing Strategies and Writing Self-Efficacy. International Education Studies, 11(5), 59-73.

Eric Ekholm, Sharon Zumbrunn & Sarah Conklin (2015) The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable, Teaching in Higher Education, 20:2, 197-207, DOI:10.1080/13562517.2014.974026

Ekholm, E., Zumbrunn, S., & Conklin, S. (2015). The relation of college student self-efficacy toward writing and writing self-regulation aptitude: Writing feedback perceptions as a mediating variable. Teaching in Higher Education, 20(2), 197-207.

En-Chong, L. (2021). Effects of Rubric-Based and Detailed Peer Feedback on University-Level English as a Foreign Language Students’ Writing Self-efficacy and Subsequent Revisions. English Teaching & Learning, 1-18.

Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47, 100504.

Ho, M. C. (2016). Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan. Higher education studies, 6(1), 24-39.

Jalaluddin, I. (2017). Rural area learners’ writing self-efficacy development: A qualitative and quantitative approaches. Al-Talim Journal, 24(3), 255-265.

Jones, L. Ø., Varberg, J., Manger, T., Eikeland, O. J., & Asbjørnsen, A. (2012). Reading and writing self-efficacy of incarcerated adults. Learning and Individual Differences, 22(3), 343-349.

Kirmizi, Ö., & Kirmizi, G. D. (2015). An Investigation of L2 Learners' Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey. International Journal of Higher Education, 4(2), 57-66.

LEE, M. K., & Evans, M. (2019). Investigating the operating mechanisms of the sources of L2 writing self‐efficacy at the stages of giving and receiving peer feedback. The Modern Language Journal, 103(4), 831-847.

Mitchell, K. M., McMillan, D. E., Lobchuk, M. M., Nickel, N. C., Rabbani, R., & Li, J. (2021). Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES). Assessing Writing, 48, 100524. doi:10.1016/j.asw.2021.100524

Mitchell, K. M., McMillan, D. E., & Rabbani, R. (2019). An exploration of writing self-efficacy and writing self-regulatory behaviours in undergraduate writing. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2). https://doi.org/10.5206/cjsotl-rcacea.2019.2.8175

Mbato, C. L. (2020). Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers. ELT Worldwide: Journal of English Language Teaching, 7(1), 31-41.

Mazeh, N., & Moukarzel, D. (2018). Relationship between writing self-efficacy and writing attitude in Lebanese elementary schools. JEP, 9(24), 103-108.

Miller, L. C., Russell, C. L., Cheng, A. L., & Skarbek, A. J. (2015). Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention（courses）. Nurse education in practice, 15(3), 174-180.

Maimon, L. (2002). The relationship between self-efficacy and the functions of writing. Journal of College Reading and Learning, 33(1), 32-45.

Nicolaidou, I. (2012). Can process portfolios affect students’ writing self-efficacy?. International Journal of Educational Research, 56, 10-22.

Paramartha, A. A. G. Y. (2016). Exploring the role of self-efficacy in the implementation of self-assessment for English writing. JPI (Jurnal Pendidikan Indonesia), 5(1), 56-68.

Parina, J. M., & de Leon, K. (2013). The significance of language exposure with writing self-efficacy and writing apprehension of Filipino ESL writers. Philippine ESL Journal,(10), Feb, 232-244.

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 104-120.

Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary educational psychology, 24(4), 390-405.

Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91(1), 50.

Pajares, F., & Valiante, G. (1996). Predictive Utility and Causal Influence of the Writing Self-Efficacy Beliefs of Elementary Students.

Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 313-331.

Plakhotnik, M. S., & Rocco, T. S. (2016). Increasing writing self-efficacy of adult learners: Different approaches, different results. Adult Learning, 27(4), 160-167.

Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102.

Rayner, G., Papakonstantinou, T., & Gleadow, R. (2016). Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students. Cogent Education, 3(1), 1179164.

Sun, T., Wang, C. & Kim, S.Y. Psychometric properties of an English Writing Self-Efficacy scale: aspects of construct validity. Read Writ (2021). https://doi.org/10.1007/s11145-021-10206-w

Sun, T., Wang, C., College students’ writing self-efficacy and writing self regulated learning strategies in learning English as a foreign language, System (2020), doi: https://doi.org/10.1016/j.system.2020.102221.

Shen, B., Bai, B., & Park, M. (2020). Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development, 1-15.

Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: A correlational study of Iraqi tertiary EFL Learners. SAGE Open, 9(4), 2158244019894289.

Singh, T. K. R., & Rajalingam, S. K. (2012). The Relationship of Writing Apprehension Level and Self-Efficacy Beliefs on Writing Proficiency Level among Pre-University Students. English Language Teaching, 5(7), 42-52.

Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary educational psychology, 18(3), 337-354.

Stephanie Daniels, Merilee McCurdy, Lynnette Whitsitt, Christopher H. Skinner, Janet Schwartz-Micheaux & Jada White (2019): Evaluating the Effects of a Writing Self Efficacy Intervention on Writing Quantity in Middle School Students, Reading & Writing Quarterly, DOI: 10.1080/10573569.2019.1618226

Teng, L. S. (2021). Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing. Language Teaching Research, 13621688211006881.

Talaat, H. A. (2021). A Proposed Strategy Based on Interactive Writing Approach to Develop Primary Stage Pupils' EFL Descriptive Writing Skills and Their Self-Efficacy. مجلة القراءة والمعرفة, 21(الجزء الثانى 231 يناير), 73-103.

‎Tsao, J. J. (2021). Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback. The Asia-Pacific Education Researcher, 1-10.

Teng, Lin Sophie; Sun, Peijian Paul; Xu, Linlin (2017). Conceptualizing Writing Self-Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling. TESOL Quarterly, doi:10.1002/tesq.432

Woottipong, K. (2020). INVESTIGATION INTO THAI HIGH SCHOOL LEARNERS’SELF-REGULATED LEARNING SKILLS, SELF-EFFICACY AND WRITING PERFORMANCE. Research in Pedagogy, 10(1), 32-49.

Williams, J. D., & Takaku, S. (2011). Gender, writing self-efficacy, and help-seeking. International Journal of Business, Humanities and Technology, 1(3), 46-54.

Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522. https://doi.org/10.1016/j.system.2011.10.017

Woody, J. D., Zeleny, M. G., D’Souza, H. J., Harder, J., Reiser, J., & Szto, P. (2014). Student progress in a social work writing course: Self-efficacy, course objectives, and skills. Journal of Social Work Education, 50(3), 507-524.

Walker, B. J. (2003). The cultivation of student self-efficacy in reading and writing. Reading &Writing Quarterly, 19(2), 173-187.

Wachholz, P. B., & Etheridge, C. P. (1996). Writing self-efficacy beliefs of high-and low-apprehensive writers. Journal of Developmental Education, 19(3), 16.

Yilmaz Soylu, M., Zeleny, M. G., Zhao, R., Bruning, R. H., Dempsey, M. S., & Kauffman, D. F. (2017). Secondary students' writing achievement goals: Assessing the mediating effects of mastery and performance goals on writing self-efficacy, affect, and writing achievement. Frontiers in psychology, 8, 1406.

Zumbrunn, S., Broda, M., Varier, D., & Conklin, S. (2020). Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school. British Journal of Educational Psychology, 90(3), 580-603.

Cheng Xiujuan. (2021). Research on the influence of teacher-student cooperation evaluation on high school students' English writing self-efficacy (Master's thesis, Qufu Normal University).

Meng Yanli [Meng, Y.]. (2011), Research on the cultivation of self-efficacy in college English writing based on blended teaching. “Electronic Education Research”, (05): 96-101.

Peng Xiaolu. (2021). Research on the influence of explicit writing teaching method on high school students' English writing self-efficacy and writing performance (Master's thesis, Guangdong Technical Normal University).

Wu Qianqian. (2021). Research on writing anxiety and writing self-efficacy of English majors graduate students (Master's thesis, Lanzhou Jiaotong University).

Xie Jinxiu. (2021). The influence of automatic scoring system on non-English major college students' English writing self-efficacy and writing ability (Master's thesis, Southwest University).

Zhang Yurui. (2021). Research on the correlation between English writing strategies and English writing self-efficacy of junior high school students in private schools (Master's thesis, Guangxi Normal University).


©IRA Academico Research & its authors
This article is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. This article can be used for non-commercial purposes. Mentioning of the publication source is mandatory while referring this article in any future works.