Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language
Bibliographic Data
| ID | 21830477 |
|---|---|
| Authors | Zenan Chen (0009-0002-6721-0961, Shanghai International Studies University, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 2 |
| Pages | 137 |
| Publication date | 2021-02-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 1923-869X • E-ISSN: 1923-8703 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/ijel.v11n2p137 |
| OpenAlex | W3133713248 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
This study examines the relationship between writing self-efficacy, attribution, and writing proficiency of college students in learning English as a foreign language (EFL) context. The scales of writing self-efficacy and attribution were administered to 142 Chinese first-grade non-English majors. Research findings showed that these EFL learners maintained a medium level of writing self-efficacy and tended to attribute their writing outcomes to internal causes. Independent sample t-test indicated that gender exerted no significant influence on EFL writing self-efficacy, and only the attribution cause luck significantly differed between boys and girls. Besides, high-achievers reported stronger writing self-efficacy and skill self-efficacy, while no significant difference in task self-efficacy was found between high-achievers and low-achievers. One-way ANOVA results revealed that regardless of writing level, students tended to attribute their writing success or failure to internal factors such as ability and effort, while low-achievers were also inclined to attribute externally. Pedagogical implications were also discussed
Attribution · Foreign language · Luck · Mathematics education · Self-efficacy · Significant difference · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Social Psychology · Writing and Handwriting Education
Examining dimensions of self-efficacy for writing.
Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement
Developing Motivation to Write
Genre-based L2 writing instruction and writing-specific psychological factors
Gender Differences in Writing Motivation and Achievement of Middle School Students
Self-Efficacy Beliefs, Motivation, and Achievement in Writing
A capacity theory of writing
An attributional theory of achievement motivation and emotion.
The psychology of interpersonal relations.
L2 Learner Variables and English Achievement
English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation
Empowering learners in the second/foreign language classroom
A Study of the EFL Writing of Chinese Learners
Attribution Theory, Achievement Motivation, and the Educational Process
Empirical Properties of a Scale to Assess Writing Self-Efficacy in School Contexts
Regulated learning and self-efficacy beliefs in peer collaborative writing
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
College English writing affect
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts
Impact of Self-Regulatory Influences on Writing Course Attainment
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation
The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |