Aug 2026· Frontiers in Education· Vol 11· 0 citations· 40 references
Abstract
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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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.
N. Azman, Nur Hazirah Mohd Fuat, Noor Fazrienee Jz Nun Ramlan et al.· International journal of res...· 0 citations
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
This study aimed to determine the English writing challenges and writing strategies on academic performance among college students at DMC College Foundation, Inc., during the academic year 2025-2026. Using a quantitative, descriptive-correlational design, data were gathered from 269 first- and third-year students through an adapted questionnaire from Hasan (2025), while academic performance was based on first-semester grades. Descriptive statistics, weighted mean, standard deviation, and Spearman Rank Order Coefficient Correlation (Spearman rho) were utilized. Findings revealed that students exhibited moderately high English writing challenges, with motivation and practice as the primary concern, and moderately high writing strategy use, favoring self-directed approaches. Academic performance was generally good, although 17.8% of the respondents were classified as excellent. Writing challenges showed a moderate significant relationship with academic performance, while strategies showed a weak but significant relationship. It is concluded that writing challenges and writing strategies significantly influence academic performance, with writing challenges exerting a stronger effect. Accordingly, a proposed intervention program is recommended in which administrators strengthen writing support systems, deans implement program-based writing initiatives, teachers enhance process-based instruction, guidance counselors address motivation and practice issues, parents reinforce study routines, students engage in consistent writing practice, and future researchers should include students from multiple institutions and diverse academic programs to improve the generalizability of findings. Combining questionnaires with writing assessments, classroom observations, and interviews would provide more objective evidence of students’ writing competencies and challenges.
R. Mael, L. PhD· International journal of res...· 0 citations
This study aimed to determine the level of English self-efficacy and language learning strategies and their influence on the academic performance of students in English subjects at Dipolog Medical Center College Foundation, Inc. (DMCCFI) during the school year 2025–2026. A quantitative, non-experimental descriptive-correlational design was employed, involving 269 students selected through stratified random sampling. Data were collected using adopted questionnaires that measured the respondents’ demographic profile, English self-efficacy across listening, speaking, reading, and writing domains, and perceived language learning strategies. Academic performance was obtained from institutional grade records. The statistical tools used included weighted mean, standard deviation, and Spearman rank-order correlation coefficient (Spearman rho). The findings revealed that students demonstrated very high levels of English self-efficacy and language learning strategies, with listening obtaining the highest self-efficacy rating. Their academic performance was generally very good. English self-efficacy showed a strong positive correlation with academic performance, while language learning strategies showed a moderate positive correlation. The study concludes that self-efficacy is a stronger predictor of academic success than perceived language learning strategies alone. It recommends targeted confidence-building interventions for students from lower-income backgrounds and strategy internalization programs across all academic programs.
J. G. B. Mael, L. PhD· International journal of res...· 0 citations
Writing is a cornerstone of academic success, yet English language learners (ELL) in the United States must learn to write while also developing English proficiency. Although descriptive reviews suggest that writing instruction can benefit these learners, no prior meta-analysis has synthesized its effects quantitatively. This study addressed that gap by synthesizing 39 comparisons in 20 experimental and quasi-experimental investigations of writing interventions in K-12 classrooms with ELL students in the United States. From 122 effect sizes, the overall impact of writing instruction was statistically significant and positive (g = 0.33). Writing quality was the most frequently assessed outcome (in 33 comparisons across 16 studies) and showed an effect of 0.33. With regard to the most often implemented interventions, strategy instruction (g = 0.36) was statistically significant, while process writing (g = 0.51) yielded a meaningful but not statistically significant result. Moderator analyses found no significant variation by study quality indicators, participant characteristics, or intervention characteristics. Findings underscore the promise of writing interventions for English language learners in the United States and suggest directions for future research, including the importance of examining linguistic supports.
A. Aitken, Steve Graham, Yucheng Cao et al.· Educational Psychology Revie...· 0 citations
This study investigates revision behaviors of vocational college students in English writing under two feedback conditions: teacher feedback and peer feedback. Accurate technical writing is also essential in engineering disciplines such as electromagnetic waves, antennas, and propagation, where local language accuracy and global logical coherence directly affect the communication of experimental methods and design results. Although previous research has shown that both forms of feedback can support second-language writing development, relatively limited attention has been paid to how vocational students respond to feedback during revision. To address this gap, the study adopts a small-scale comparative design involving 64 first-year students from a public vocational college in China over an eight-week instructional period. Students completed four practical English writing tasks, and their first drafts, feedback sheets, revised drafts, scores, and interview responses were analyzed. Revisions were coded by level, type, uptake, and textual effect. The findings indicate that teacher feedback produced a higher overall uptake rate and was especially effective in stimulating local revisions involving grammar, vocabulary, sentence structure, and accuracy. Peer feedback generated a larger proportion of global revisions, particularly in idea clarification, paragraph development, coherence, and reader awareness. The study concludes that teacher and peer feedback serve different pedagogical functions and should be combined strategically in process-oriented writing instruction, including technical writing training for electromagnetic engineering students.