Writing is an essential skill for academic development within any disciplinary area. Despite the rapidly growing body of research on the various aspects of second language writing, research on writing self-efficacy remains scarce. This study investigated the relationship the between writing self-efficacy and writing proficiency in English as a second language. In this cross-sectional study, 304 Malaysian undergraduate students completed a writing self-efficacy questionnaire. The participants’ writing proficiency was assessed using two different writing tasks. The results showed that there was a significant difference in writing self-efficacy among the three writing proficiency groups. It was also found that science students had significantly higher writing self-efficacy than those in social sciences. Limitations of the study and Implications for second language writing instruction are also discussed.
Abstract-Little research has been conducted to develop and validate a scale to measure L2 writing strategies. The purpose of this study was to validate a writing strategy questionnaire for English as a Second language (ESL) learners. The validation process involved both qualitative and quantitative methods. First, in the item construction stage, 30 items were constructed through a process that involved both L2 writing experts' comments and undergraduate students' interviews. Then, in the statistical analysis stage, the prepared thirtyitem questionnaire was administered to 322 undergraduate students who were non-native speakers of English. The data was analyzed using Principal Component Analysis. The results showed that the writing strategies used by non-native learners of English cluster into five categories: metacognitive, cognitive, metacognitive, affective effort regulation and social strategies. Limitations of the study and directions for future research are indicated.
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