2026· International journal of research and innovation in social science· 0 citations
Abstract
Writing remains one of the most challenging skills for many English as a Second Language (ESL) learners, especially in higher education settings. This study examined university ESL learners’ perceptions of writing self-efficacy, writing motivation, and writing strategies, as well as the relationships among these variables across gender, faculty, and SPM English achievement. A quantitative survey design was employed involving 318 university students from different faculties in a Malaysian public university. Data were analysed using descriptive statistics, Pearson correlation, independent samples t-test, and one-way ANOVA. The findings revealed that students generally demonstrated positive perceptions towards writing self-efficacy, writing motivation, and writing strategy use. Students appeared more confident when given sufficient time to complete writing tasks and frequently relied on revising, editing, peer support, and self-encouragement during the writing process. Strong positive relationships were also found between self-efficacy, writing motivation, and writing strategies. In addition, no significant differences were found across gender and faculty. However, significant differences were identified across SPM English achievement, particularly in students’ self-efficacy and writing motivation. Interestingly, students from different achievement groups appeared to use writing strategies at relatively similar levels. These findings suggest that writing performance may be influenced not only by students’ knowledge of writing strategies, but also by their confidence and motivation towards writing. The study highlights the importance of creating supportive ESL writing environments that help students develop both writing skills and self-confidence.
Writing skill is a crucial skill for students in tertiary level education. For students who do not possess good writing skills, they might be intimidated by writing tasks and assignments. This low self-efficacy might hinder them from performing in a writing task. Hence, this study aims to investigate the relationship between students’ self-efficacy and the writing strategies (metacognitive, effort regulation, cognitive, society, and affective strategies) that they use. A quantitative approach was employed, specifically the survey research design to determine the relationship between these two variables. A total of 147 university students from a public university in Selangor, Malaysia were involved in this study, who responded to a questionnaire distributed through online platforms. In general, the findings of this study found that generally students had high self-efficacy, and they employed various strategies in order to complete their writing tasks. The implication of this study is that while teaching writing strategies to students is helpful, students’ confidence and self-efficacy should also be raised in the teaching and learning process.
Hidayu Shafie, Izlin Mohamad Ghazali, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
Writing anxiety has become a common challenge among learners in higher education, particularly in academic writing tasks that require critical thinking, language accuracy, and effective communication. The use of appropriate writing strategies is believed to help learners manage writing difficulties and reduce anxiety during the writing process. Therefore, this study investigates the influence of writing strategies on different types of writing anxiety among tertiary learners. Specifically, the study examines the relationship between writing strategies and writing anxiety across gender, course of study, and SPM CEFR level, as well as learners’ perceptions of writing strategies, cognitive anxiety, somatic anxiety, and avoidance behaviour. This quantitative study employed a survey design involving 331 participants from various courses of study at a higher learning institution. The instrument consisted of a 5-point Likert-scale questionnaire adapted from Cheng (2004) and Raoofi et al. (2017), comprising 44 items divided into sections on writing anxiety and writing strategies. Data were analysed using SPSS through descriptive, inferential, and correlational analyses. The findings revealed significant differences in writing strategies across gender and significant differences in writing anxiety across the course of study. However, no significant differences were found across SPM CEFR levels. Correlation analysis further indicated a weak but significant negative relationship between writing strategies and both cognitive and somatic anxiety, suggesting that the increased use of writing strategies may help reduce learners’ anxiety in writing. The study also showed that learners generally demonstrated positive perceptions towards the use of metacognitive, cognitive, social, affective, and effort regulation strategies in writing. The findings imply that writing instructors should integrate effective writing strategies into classroom practices to help learners manage writing anxiety and improve their writing performance. Future studies may further explore other factors influencing writing anxiety using different contexts and research approaches.
N. M. Yusof, Halimatussaadiah Iksan, Muhd Syahir Abdul Rani et al.· International journal of res...· 0 citations
Writing self-efficacy has been widely recognized as an important factor associated with English writing performance among EFL university students. This systematic review synthesizes empirical evidence on the relationship between writing self-efficacy and English writing performance among EFL university students.
Five databases were searched following the PRISMA guidelines to identify studies published between 1 January 2015 and 1 January 2025. Inclusion and exclusion criteria were applied during the screening process based on study design, participant characteristics, and publication period. Finally, 14 studies met the eligibility criteria.
The review indicates positive associations between writing self-efficacy and both general writing outcomes and specific writing skills. Additionally, the positive associations of genre-based and linguistic self-efficacy with writing performance suggest that targeted interventions in specific genres and linguistic elements may further strengthen students' writing. The significant associations between writing self-efficacy and specific writing elements, such as complexity, fluency, and accuracy, suggest that confidence in one's writing abilities may positively influence linguistic outcomes. Furthermore, the studies included in this review indicate that writing self-efficacy plays an important role in the mediating mechanisms linking various influencing variables to writing performance.
These findings highlight the importance of integrating writing self-efficacy-building strategies into EFL writing instruction, focusing on genre diversity, linguistic elements, and self-regulated writing strategies to enhance students' writing proficiency.
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Siyi Song, S. K. Judge, Wenjun Du et al.· Frontiers in Education· 0 citations
Writing, commonly, comes with writing skills and also grammar and syntax knowledge on top of a writer's natural talent. However, many are in need of extra support such as motivation to enable them stay strong and continue writing, as well as to help them believe that they can manage the task and to know that the task carried out is beneficial. Those who are struggling with writing tasks seem to limit their own potential academically and professionally. Hence, this study is to investigate how beliefs and the task values about writing ability shape students’ motivation to write, and what perceived cost-related factors negatively influence students’ motivation to enhance their writing skills. This study employed a survey-based approach using a questionnaire to seek students’ perceptions of their writing ability, the importance they attach to writing tasks, and the challenges that hinder their motivation. 224 bachelor degree students from one public university in Selangor, Malaysia, undergoing the English for Professional Communication program involved in this study. Data revealed that while practice strengthens students’ belief in writing and builds their confidence, challenges in grammar, higher order assessments, and complex tasks still hinder motivation. For the task value, students’ writing motivation is shaped more by the usefulness and importance of tasks than by personal enjoyment. Cost-related factors, especially psychological cost, proved the strongest barrier, while effort was moderate and opportunity and general costs lower, indicating that anxiety hinders engagement but students still hold a positive view of English learning. The findings suggest that reducing psychological barriers and emphasizing task value can enhance students’ confidence and sustain motivation in writing. These results could impact classroom practices by encouraging teachers to prioritize reducing psychological barriers and designing tasks that emphasize value and confidence-building.
Nor Syahiza Shahabani, M. Anuar· International journal of res...· 0 citations
Self-efficacy plays a critical role in language learning motivation, performance, and achievement. However, limited research has examined how different dimensions of English self-efficacy evolve over time and the mechanisms underlying such development in technology use environments. To address these gaps, the present study adopted a mixed-methods design. A total of 102 university students completed questionnaires at three time points over a 15-week period, and 10 participants subsequently took part in semi-structured follow-up interviews. Quantitative findings revealed a significant increase in overall English self-efficacy, as well as in three specific dimensions: speaking, listening, and writing self-efficacy. Qualitative findings further demonstrated how the four sources of self-efficacy, shaped by technological affordances, were associated with students’ efficacy beliefs and helped explain why reading self-efficacy did not show a statistically significant increase within the same learning ecology. The study concluded by discussing pedagogical implications for strengthening reading self-efficacy and optimizing the use of technology in language learning, as well as limitations of the study and directions for future research.
Xueliang Li, Manzhen Yang· Language Learning & Tech...· 0 citations
Academic writing is a critical competency in higher education, yet many university students struggle to produce coherent and academically rigorous written work. This challenge is particularly pronounced in Indonesian higher education, where metacognitive writing strategy instruction remains empirically underexplored. This study aimed to analyze the use of metacognitive strategies among university students and examine their relationship with academic writing effectiveness in the Indonesian Language General Compulsory Course (MKWK Bahasa Indonesia) at Tanjungpura University (UNTAN), Indonesia. Deploying a quantitative survey design, data were gathered from a heterogeneous sample of undergraduate students across multiple faculties, including Law, Early Childhood Teacher Education (PAUD), Guidance and Counseling (BK), and Agriculture. Metacognitive strategies were operationalized through planning, monitoring, and evaluation components, while writing effectiveness was measured across five dimensions: structure, coherence, language accuracy, argumentative strength, and reference completeness. Data were analyzed using non-parametric statistics via Spearman's rank correlation. Results indicated that students'reported metacognitive strategy usage was at a moderate level, with mean scores surpassing the theoretical midpoint. A significant and strong positive correlation was found between metacognitive strategy use and self-perceived academic writing effectiveness (r= 0.7551, p< 0.000001). Descriptively, planning and monitoring dimensions displayed a stronger association with writing quality compared to the evaluation phase. The simple linear regression model revealed that metacognitive strategies shared 61.79% of the variance with perceived writing effectiveness, leaving the remaining variance linked to unmeasured individual and environmental factors. These findings suggest that the strategic integration of metacognitive scaffolding into writing curricula is highly relevant for fostering scholarly writing competence within linguistically and academically diverse higher education contexts.
Henny Sanulita, Khairullah Khairullah, Agus Wartiningsih et al.· Alinea: Jurnal Bahasa, Sastr...· 0 citations