Developing Student-Writers’ Self-efficacy Beliefs

Abstract

Based on Social Cognitive Theory (Bandura 1986) research in academic writing and self-efficacy has shown that there is a relationship between students' performance and their belief in their writing abilities (Matoti and Shumba 2011, Shah et al. 2011, Prat-Sala and Redford 2012. Using questionnaires, interviews and an assessed written task, this study seeks to contribute to this research by exploring the relationship between writing proficiency and self-efficacy beliefs of undergraduate students taking an Advanced Writing Skills course. The aims of the study were to find out a) what the writing proficiency self-ratings of students doing the Advanced Writing Skills course are like b) their writing self-efficacy beliefs c) what they perceive to be problems related to their writing skills and d) whether there is any relationship between performance level of the students and their self-efficacy beliefs. An analysis of the results reveals that although students' self-rating was high, their efficacy beliefs were moderate. The results of the present study also reveal that there was no relationship between students' essay writing performance and their self-efficacy beliefs in the context of this study. This article argues that although self-efficacy beliefs need not be high for students to be motivated to perform better, boosting these beliefs can add to students' tools for developing their writing competence.

Effect of Project-Based Learning through blogging on EFL students’ writing ability

“…Concerning self-efficacy found in the present study, it is line with studies done by Magogwe, Ramoroka, and Mogana-Monyepi (2015) and Hashemnejad, Zoghi and Amini (2014) who reported similar findings. The results of their studies revealed students' ability in writing and their self-efficacy are not connected.…”

Self-Monitoring and Peer Feedback Strategies: Challenges and Opportunities in the Efl Writing Class

“…However, high self-efficacy alone might not guarantee students' writing improvement and their satisfaction toward using the strategies as it involved other factors such as teaching styles and methods, feedback, etc. (Magogwe, Ramoroka & Mogana-Monyepi, 2015). Thus, this implies that boosting students' self-efficacy for writing together with other aspects such as teaching methods, teacher, content, etc.…”

The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

“…The role of self-efficacy in students' writing has become focus of attention from many researchers because it has important roles in the classroom learning (Broaddus, 2012;Kirmizi, O., & Kirmizi, 2015;Pajares, F., Johnson, M. J., & Usher, 2007;Salem, M. S., & Al-Dyiar, n.d.;Stewart, G., Seifert, T. A., & Rolheiser, 2015;Usher, 2009)especially in students writing and the result of study provides a starting point for identifying factors might contribute to students' writing performance (Halm, 2018;Magogwe, J. M., Ramoroka, B. T., & Mogana-Monyepi, 2015)and teacher may consider writing self-efficacy as part of their teaching technique (Jalaluddin, Yamat, 2013) Essentially, writing is to communicate between students and their needs in social interactions. Students can apply and express their ideas, emotions, and feelings with others through their writing results.…”

“…In contrast, students' writing difficulties are not only based on their cognitive skill but also their own efficacy beliefs. Magogwe et al explained that Self-efficacy refers to people's specific judgments and beliefs about their abilities to perform a task such as writing an essay (Magogwe, J. M., Ramoroka, B. T., & Mogana-Monyepi, 2015).…”