Writing Self-Efficacy in English Language Learning: A Study of University Students' Academic Achievement and Motivational Factors
DOI:
https://doi.org/10.24903/bej.v7i2.2095Keywords:
writing self-efficacy, English as a foreign language, academic achievement, university students, second language writingAbstract
This study examines the relationship between writing self-efficacy and academic performance among university students enrolled in English writing courses. Using a mixed-methods approach, data were collected from 150 university students across three institutions in East Java, Indonesia. The study employed the Questionnaire of English Writing Self-Efficacy (QEWSE) and semi-structured interviews to assess students' self-efficacy beliefs and identify influencing factors. Results revealed a significant positive correlation between writing self-efficacy and academic performance (r = .67, p < .001). Key predictors of writing self-efficacy included previous English learning experience (β = .34, p < .001), quality of instructor feedback (β = .28, p < .001), peer collaboration opportunities (β = .22, p < .01), and perceived task difficulty (β = -.19, p < .05). Qualitative findings highlighted five major themes: mastery experiences, instructor feedback quality, peer support, task relevance, and technological resources. The study provides empirical evidence for the importance of writing self-efficacy in L2 contexts and offers practical implications for English language pedagogy in higher education. The findings highlight actionable strategies for improving English writing instruction, including the role of peer support, feedback mechanisms, and task design, particularly in EFL university settings.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Chen, X., & Liu, Y. (2023). The impact of AI-assisted writing tools on EFL learners’ writing self-efficacy. Computer Assisted Language Learning, 36(1), 44–63. https://doi.org/https://doi.org/10.1080/09588221.2021.1944655
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/https://doi.org/10.1207/S15327965PLI1104_01
Ferris, D. R. (2014). Response to student writing: Implications for second language students. Routledge.
Graham, S., & Harris, K. R. (2017). Evidence-based writing practices: A meta-analysis of existing meta-analyses. Handbook of Writing Research, 2, 211–226.
Graham, S., Liu, X., Bartlett, B., Harris, K. R., Aitken, A., & Barkel, A. (2020). Reading for writing: A meta-analysis of the impact of reading interventions on writing. Review of Educational Research, 90(2), 263–303. https://doi.org/https://doi.org/10.3102/0034654319899617
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/https://doi.org/10.3102/003465430298487
Hetthong, R., & Teo, A. (2013). The relationship between English self-efficacy and English learning achievement of L2 Thai learners. HRD Journal, 4(1), 1–11.
Hyland, F., & Hyland, K. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/https://doi.org/10.1017/S0261444806003399
Hyland, K. (2019). Second language writing. Cambridge University Press.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10. https://doi.org/https://doi.org/10.1007/BF02905780
Kim, Y., Park, D., & Park, Y. (2015). Self-efficacy in writing: A comparative study between Korean and American EFL students. Journal of Language Teaching and Research, 6(2), 295–302. https://doi.org/https://doi.org/10.17507/jltr.0602.10
Liu, J., & Edwards, J. H. (2018). Peer response in second language writing classrooms. University of Michigan Press. https://doi.org/10.3998/mpub.9361097
Mills, N., Pajares, F., & Herron, C. (2018). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 56(3), 417–442. https://doi.org/https://doi.org/10.1111/j.1467-9922.2006.00348.x
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158. https://doi.org/https://doi.org/10.1080/10573560308222
Pajares, F., & Valiante, G. (2006). Self-efficacy beliefs and motivation in writing development. In Self-efficacy beliefs and motivation in writing development. Handbook of Writing Researc (pp. 158–170). Guilford Press.
Song, S. H., & Keller, J. M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5–22. https://doi.org/https://doi.org/10.1007/BF02504925
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.
Teng, F., & Zhang, L. J. (2018). The development of a questionnaire for assessing the EFL writing self-efficacy of Chinese university students. TESOL Quarterly, 52(1), 155–167. https://doi.org/https://doi.org/10.1002/tesq.375
Teng, F., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48(100701). https://doi.org/https://doi.org/10.1016/j.jslw.2020.100701
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. https://doi.org/https://doi.org/10.3102/0034654308321456
Wang, W., Teng, F., & Zhang, L. J. (2023). Measuring genre-based writing self-efficacy in English as a foreign language: Scale development and validation. Assessing Writing, 56(100756). https://doi.org/https://doi.org/10.1016/j.asw.2023.100756
Wang, W., & Wen, Q. (2012). L2 writing teacher feedback: Feedback approach, feedback practice and students’ perceptions. Foreign Language Learning Theory and Practice, 1, 164–177.
Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510–522. https://doi.org/https://doi.org/10.1016/j.system.2011.10.017
Zhang, L. J. (2018). Development of tertiary EFL student writers and their writing strategy use in China. Journal of Second Language Writing, 42, 53–71. https://doi.org/https://doi.org/10.1016/j.jslw.2018.08.002
Zhang, Y., & Guo, Y. (2012). A study of English writing strategies used by Chinese college students. Theory and Practice in Language Studies, 2(9), 1961–1970. https://doi.org/https://doi.org/10.4304/tpls.2.9.1961-1970
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ariyanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
