The Relationship between Self-Efficacy and Writing Achievement among English as a Foreign Language Learners at the University of Jeddah
Keywords:
writing self-efficacy, writing performance, self-efficacy scale, Arabic EFL learners
Abstract
The present study investigated the relationship between writing self-efficacy and writing achievement among undergraduate EFL female learners studying a Technical Communication Writing Course in their first year in the Computer Science and Engineering Technology Department at The University of Jeddah. Forty-four learners participated in this study by completing a writing task and filling out an online survey. Learners’ writings and responses to the questionnaire were then analyzed to determine the correlation between their self-efficacy level and their writing performance. Results indicate that the perceptions students have of their writing self-efficacy have a significant moderate positive correlation with their overall writing performance score (r=0.464; p< 0.05) and their grammar accuracy (r= 0.367; p< 0.05). However, no significant correlation was detected as far as the specific writing ability aspects under investigation are concerned.
References
1. Al-Mekhlafi, M. A. (2011). The Relationship between witing self-efficacy beliefs and final examination scores in a writing course among a group of Arab EFL Trainee-teachers. International Journal for Research in Education (IJRE) , 29, 16-33. Retrieved from www.fedu.uaeu.ac.ae/journal/docs/pdf/pdf29/2_E.pdf
2. Anastasiou, D, & Michail, D. (2013). Exploring discourse between self-efficacy and writing performance among low-literate adult students. Learning Disabilities: A Contemporary Journal, 11(1), 53-87.
3. Archibald, A. (2016). Writing in a second language. Center for Language Linguistics and Area Studies. Retrieved from https://www.llas.ac.uk/resources/gpg/2175.html
4. Asmari, A. A. (2013). Investigating of writing strategies, writing apprehension, and writing achievement among Saudi EFL-major students. International Education Studies, 6(11), 130-143. https://doi.org/10.5539/ies.v6n11p130
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
7. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38. http://doi.org/10.1037/a0029692
8. Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Electronic Journal of Elementary Education, 10(2), 281-285.
9. Chea, S. (2012). The relationships among writing self-efficacy, writing goal orientation, learning strategies, and writing achievement (Publication No. 1513414) [Master’s thesis, Northern Illinois University]. ProQuest Dissertations Publishing.
10. Eggleston, B. N. (2017). Relationship between writing self-efficacy and writing fluency in a performance feedback intervention (Publication No. 10271772) [Master’s thesis, Syracuse University]. ProQuest Dissertations Publishing.
11. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
12. Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge, Uk: Cambridge University Press.
13. Graham, S., Wijekumar, K., Harris, K., Lei, P., Fishman, E., Ray, A. B., & Houston, J. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487-510. http://doi.org/10.1086/701720
14. Hashemnejad, F., Zoghi, M., & Amini, D. (2014). The relationship between self-efficacy and writing performance across genders. Theory and Practice in Language Studies, 4(5), 1045-1052.
15. Hayes, J. R. (2000). A new framework for understanding cognition and affect in writing. In R. Indrisano & J.R. Squire (Eds.), Perspectives on writing: Research, theory, and practice (pp. 6–44). International Reading Association.
16. Hetthong, R., & Teo, A. (2013). Does writing self-efficacy correlate with and predict writing performance?. International Journal of Applied Linguistics and English Literature, 2(1), 157-167.
17. Huang, P., Wang, C., & Xie, L. (2015). Self-efficacy beliefs and self-regulated learning strategies of Chinese students learning English as a second language and as a foreign language. In C. Wang, W. Ma, & C. Martin (Eds.), Chinese education from the perspectives of American educators: Lessons learned from study-abroad experiences (pp. 179-197). Information Age Publishing.
18. Jones, E. (2008). Predicting performance in first-semester college basic writers: Revisiting the role of self-beliefs. Contemporary Educational Psychology, 33, 109-238. http://doi.org/10.1016/j.cedpsych.2006.11.001
19. Khojasteh, L., Shokrpour, N., & Afrasiabi, M. (2016). The relationship between writing self-efficacy and writing performance of Iranian EFL students. International Journal of Applied Linguistics and English Literature, 5(4), 29-37.
20. Liem, A. D., Lau, S., & Nie, Y. (2007). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512.
21. Multon, K., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30- 38. http://doi.org/10.1037/0022-0167.38.1.30
22. Pajares, F., Britner, S. L., & Valiante, G. (2000). Relationship between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422. http://doi.org/10.1006/ceps.1999.1027
23. Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs in the writing of high school students: A path analysis. Psychology in the Schools, 33, 163–175. doi:10.1002/(SICI)1520-6807(199604)33:2163::AID- PITS103.0.CO;2-C
24. 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, 42(1), 104-120.
25. Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. Journal of Educational Research, 90, 353–360.
26. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381. doi: 10.1006/ceps.2000.1069
27. Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30(3), 297-322.
28. Prat-Sala, M., & Redford, P. (2012) Writing essays: Does self- efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9-20. http://doi.org/10.1080/01443410.2011.621411
29. Sanders-Reio, J., Alexander, P. A., Reio, Jr., T. G., & Newman, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance. Learning and Instruction, 33, 1-11. http://doi.org/10.1016/j.learninstruc.2014.02.001
30. Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-398. http://dx.doi.org/10.1037/0022-0663.87.3.386
31. Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91-100. http://doi.org/10.1037/0022-0663.81.1.91
32. Sun, T., & Wang, C. (2020) College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221. https://doi.org/10.1016/j.system.2020.102221
33. Sun, T., Wang, C., Lambert, R. G., & Liu, L. (2021). Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis. Journal of Second Language Writing, 53, 100817.
34. Troia, G., Shankland, R., & Wolbers, K. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing Quarterly, 28(1), 5–28.
35. Unrau, N. J., Rueda, R., Son, E., Polanin, J. R., Lundeen, R. J., & Muraszewski. (2018). Can reading self-efficacy be modified? A meta-analysis of the impact of interventions on reading self-efficacy. Review of Educational Research, 88(2), 167-204. http://doi.org/10.3102/0034654317743199
36. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. http://doi.org/ 10.3102/0034654308321456
37. Weir, C. J. (1990). Communicative Language Testing. Englewood Cliffs, NJ: Prentice Hall Regents.
38. Wischgoll, A. (2016). Combined training of one cognitive and one metacognitive strategy improves academic writing skills. Frontiers in Psychology, 7, 1-13. https://doi.org/10.3389/fpsyg.2016.00187
39. 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
40. Woody, J. D., Zeleny, M. G., D’Souza, H. J., Harder, J., Reiser, J., & Szto, P. (2014). Self-Efficacy for Writing Measure [Database record]. Retrieved from PsycTESTS. doi: https://dx.doi.org/10.1037/t60343-000
41. Wright, K. L., Hodges, T. S., & McTigue, E. M. (2019). A validation program for the self-beliefs, writing-beliefs, and attitude survey: A measure of adolescents’ motivation toward writing. Assessing Writing, 39, 64-78. http://doi.org/10.1016/j.asw.2018.12.004
42. Zhang, Y., & Guo, H. (2012). A study of English writing and domain-specific motivation and self-efficacy of Chinese EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 16(2), 101-121.
2. Anastasiou, D, & Michail, D. (2013). Exploring discourse between self-efficacy and writing performance among low-literate adult students. Learning Disabilities: A Contemporary Journal, 11(1), 53-87.
3. Archibald, A. (2016). Writing in a second language. Center for Language Linguistics and Area Studies. Retrieved from https://www.llas.ac.uk/resources/gpg/2175.html
4. Asmari, A. A. (2013). Investigating of writing strategies, writing apprehension, and writing achievement among Saudi EFL-major students. International Education Studies, 6(11), 130-143. https://doi.org/10.5539/ies.v6n11p130
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
7. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38. http://doi.org/10.1037/a0029692
8. Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Electronic Journal of Elementary Education, 10(2), 281-285.
9. Chea, S. (2012). The relationships among writing self-efficacy, writing goal orientation, learning strategies, and writing achievement (Publication No. 1513414) [Master’s thesis, Northern Illinois University]. ProQuest Dissertations Publishing.
10. Eggleston, B. N. (2017). Relationship between writing self-efficacy and writing fluency in a performance feedback intervention (Publication No. 10271772) [Master’s thesis, Syracuse University]. ProQuest Dissertations Publishing.
11. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
12. Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge, Uk: Cambridge University Press.
13. Graham, S., Wijekumar, K., Harris, K., Lei, P., Fishman, E., Ray, A. B., & Houston, J. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487-510. http://doi.org/10.1086/701720
14. Hashemnejad, F., Zoghi, M., & Amini, D. (2014). The relationship between self-efficacy and writing performance across genders. Theory and Practice in Language Studies, 4(5), 1045-1052.
15. Hayes, J. R. (2000). A new framework for understanding cognition and affect in writing. In R. Indrisano & J.R. Squire (Eds.), Perspectives on writing: Research, theory, and practice (pp. 6–44). International Reading Association.
16. Hetthong, R., & Teo, A. (2013). Does writing self-efficacy correlate with and predict writing performance?. International Journal of Applied Linguistics and English Literature, 2(1), 157-167.
17. Huang, P., Wang, C., & Xie, L. (2015). Self-efficacy beliefs and self-regulated learning strategies of Chinese students learning English as a second language and as a foreign language. In C. Wang, W. Ma, & C. Martin (Eds.), Chinese education from the perspectives of American educators: Lessons learned from study-abroad experiences (pp. 179-197). Information Age Publishing.
18. Jones, E. (2008). Predicting performance in first-semester college basic writers: Revisiting the role of self-beliefs. Contemporary Educational Psychology, 33, 109-238. http://doi.org/10.1016/j.cedpsych.2006.11.001
19. Khojasteh, L., Shokrpour, N., & Afrasiabi, M. (2016). The relationship between writing self-efficacy and writing performance of Iranian EFL students. International Journal of Applied Linguistics and English Literature, 5(4), 29-37.
20. Liem, A. D., Lau, S., & Nie, Y. (2007). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512.
21. Multon, K., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30- 38. http://doi.org/10.1037/0022-0167.38.1.30
22. Pajares, F., Britner, S. L., & Valiante, G. (2000). Relationship between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422. http://doi.org/10.1006/ceps.1999.1027
23. Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs in the writing of high school students: A path analysis. Psychology in the Schools, 33, 163–175. doi:10.1002/(SICI)1520-6807(199604)33:2163::AID- PITS103.0.CO;2-C
24. 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, 42(1), 104-120.
25. Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. Journal of Educational Research, 90, 353–360.
26. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366–381. doi: 10.1006/ceps.2000.1069
27. Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30(3), 297-322.
28. Prat-Sala, M., & Redford, P. (2012) Writing essays: Does self- efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9-20. http://doi.org/10.1080/01443410.2011.621411
29. Sanders-Reio, J., Alexander, P. A., Reio, Jr., T. G., & Newman, I. (2014). Do students’ beliefs about writing relate to their writing self-efficacy, apprehension, and performance. Learning and Instruction, 33, 1-11. http://doi.org/10.1016/j.learninstruc.2014.02.001
30. Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-398. http://dx.doi.org/10.1037/0022-0663.87.3.386
31. Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91-100. http://doi.org/10.1037/0022-0663.81.1.91
32. Sun, T., & Wang, C. (2020) College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221. https://doi.org/10.1016/j.system.2020.102221
33. Sun, T., Wang, C., Lambert, R. G., & Liu, L. (2021). Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis. Journal of Second Language Writing, 53, 100817.
34. Troia, G., Shankland, R., & Wolbers, K. (2012). Motivation research in writing: Theoretical and empirical considerations. Reading & Writing Quarterly, 28(1), 5–28.
35. Unrau, N. J., Rueda, R., Son, E., Polanin, J. R., Lundeen, R. J., & Muraszewski. (2018). Can reading self-efficacy be modified? A meta-analysis of the impact of interventions on reading self-efficacy. Review of Educational Research, 88(2), 167-204. http://doi.org/10.3102/0034654317743199
36. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. http://doi.org/ 10.3102/0034654308321456
37. Weir, C. J. (1990). Communicative Language Testing. Englewood Cliffs, NJ: Prentice Hall Regents.
38. Wischgoll, A. (2016). Combined training of one cognitive and one metacognitive strategy improves academic writing skills. Frontiers in Psychology, 7, 1-13. https://doi.org/10.3389/fpsyg.2016.00187
39. 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
40. Woody, J. D., Zeleny, M. G., D’Souza, H. J., Harder, J., Reiser, J., & Szto, P. (2014). Self-Efficacy for Writing Measure [Database record]. Retrieved from PsycTESTS. doi: https://dx.doi.org/10.1037/t60343-000
41. Wright, K. L., Hodges, T. S., & McTigue, E. M. (2019). A validation program for the self-beliefs, writing-beliefs, and attitude survey: A measure of adolescents’ motivation toward writing. Assessing Writing, 39, 64-78. http://doi.org/10.1016/j.asw.2018.12.004
42. Zhang, Y., & Guo, H. (2012). A study of English writing and domain-specific motivation and self-efficacy of Chinese EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 16(2), 101-121.
Published
2022-10-19
How to Cite
Fatima Mahmoud Basaffar, & Waad Abdulrahman Alzahrani. (2022). The Relationship between Self-Efficacy and Writing Achievement among English as a Foreign Language Learners at the University of Jeddah. Journal of Arts, Literature, Humanities and Social Sciences, (84), 182-198. https://doi.org/10.33193/JALHSS.84.2022.737
Issue
Section
المقالات
