The purpose of present study is to review and analyze existing literature pertaining English as a Second Language (here onwards, ESL) writing anxiety, writer’s native language, ESL writing self-efficacy and ESL writing performance. Specifically, this article is divided into two main sections; first section offers the conceptual review of the concepts involved while second section provides a review of existing literature on the relationship of ESL writing anxiety, writer’s native language and ESL writing self-efficacy with ESL writing performance. A keen review of literature illustrates that mixed findings have been reported on above-mentioned relationships. This inconclusiveness of findings in existing body of literature calls for additional research on said area. Therefore, further research is recommended to re-examine the proposed relationships by introducing some moderating factors that may explain the inconsistencies in the relationships in existing literature.
The objective of this research is to investigate the dynamics of English as a Second Language (here onwards, ESL) writing and to present a theoretical framework for empirical testing the proposed factors affecting ESL writing. The analysis of literature showed that ESL writing anxiety and the use of first/native language (L1) are among the key factors that significantly affect ESL writing performance of students at various academic levels. Additionally, it is also revealed that ESL writing self-efficacy is a factor that is related to ESL writing performance as well as ESL writing anxiety and the interference of the first language in ESL writing. The interference model, the linguistic interdependence model, common underlying proficiency hypothesis and the self-efficacy theory are the theories that theoretically support such empirical investigation. Therefore, it is proposed that ESL writing self-efficacy should be examined as a moderating variable in the relationship of ESL writing anxiety and the use of L1 with ESL writing performance in future research.
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