Acieh Ghaffari, Omid Akbari


Writing ability as one of the most important aspect of language learning plays an important role in pedagogical settings. The present study attempted to investigate the relationships between writing skill and students’ personal attributes namely self-efficacy and attitude. To this purpose, 70 students were selected and participated in this study. The results of data analysis showed that both self-efficacy and attitude have positive correlations with writing ability and there were significant differences between those who have high self-efficacy and those who have low self-efficacy. Finally, the pedagogical implications of findings have been discussed.


Article visualizations:

Hit counter



self-efficacy, attitude, writing achievement, EFL learners

Full Text:



Al-Shourafa, A. (2012). The Effect of Motivation on Jordanian 10th Grade Students' Writing Skill in English. European Scientific Journal, 8(22).

Amrhein, H. R., & Nassaji, H. (2010). Written Corrective Feedback: What do Students and Teachers Think is Right and Why? Canadian Journal of Applied Linguistics/Revue Canadiennede linguistique appliquee, 13(2), 95-127.

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.

Celce-murica, M. (1997). Language teaching methodology. London: Prentice Hall.

Daly, J. A., & Miller, M. D. (1975).Apprehension of writing as a predictor of message intensity. The Journal of Psychology, 89(2), 175-177.

Dornyei, Z. (2005). The psychology of the language learner; individual differences in second language acquisition. Mah Wah, NJ: Lawrence Erlbaum.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. The handbook of second language acquisition, 589-630.

Emig, J. (1977). Writing as a mode of learning. College composition and communication, 122-128.

Ferris, D. R. (2003).Response to student writing: Implications for second language students. Routledge

Gere, A. R. (1987). Writing groups. History, Theory, and Implications. Routledge.

Graham, S., Harris, K. R., Fink, B., & MacArthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177-202.

Hamouda, A. (2011). A study of students and teachers' preferences and attitudes towards correction of classroom written errors in Saudi EFL context. English Language Teaching, 4(3), p128.

Hashemnejad, F., Zoghi, M., & Amini, D. (2014).The Relationship between Self-efficacy and Writing Performance across Genders. Theory and Practice in Language Studies, 4(5), 1045-1052.

Hayes, J. R., & Nash, J. G. (1996). On the nature of planning in writing.

Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3-19.

McCarthy, P., Meier, S., & Rinderer, R. (1985).Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 465-471.

Norman, K. A., & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers' experiences and beliefs about the nature of writing and writing instruction. Teacher Education Quarterly, 32(1), 25-40.

Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33(2), 163-175.

Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25(4), 406-422.

Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101(5), 275-286.

Rahemi, J. (2007). Self-efficacy in English and Iranian senior high school students majoring in humanities. Novitas-Royal, 1(2), 98-111.

Rose, M. (1984), Writer's block: The cognitive dimension. Carbondale, IL: Southern Illinois Sharples, M. (Ed) (1993). Computer supported collaborative writing. Spring: Verlay University press.

Sawyer, M., & Ranta, L. (2001).Aptitude, individual differences, and instructional design. Cognition and second language instruction, 319-353.

Shaughnessy, J. M. (1977). Misconceptions of probability: An experiment with a small-group, activity-based, model building approach to introductory probability at the college level. Educational Studies in Mathematics, 8(3), 295-316.

Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-398.

Soleimani, H., & Hanafi, S. (2013). Iranian medical students’ attitudes towards English language learning. International Research Journal of Applied and Basic Sciences, 4(12), 3816-3823.

Teale, W. H., & Sulzby, E. (1986). Emergent Literacy: Writing and Reading. Writing Research: Multidisciplinary Inquiries into the Nature of Writing Series. Ablex Publishing Corporation, 355 Chestnut St., Norwood, NJ 07648.

Yavuz-Erkan, D. (2004). Efficacy of cross-cultural e-mail exchange for enhancing EFL writing: A perspective for tertiary-level Turkish EFL learners. Unpublished Dissertation Abstract. Çukurova University, The Institute of Social Sciences English Language Teaching. Adana, Turkey.

Zumbrunn, S. (2010). Nurturing Young Students' Writing Knowledge, Self-Regulation, Attitudes, and Self-Efficacy: The Effects of Self-Regulated Strategy Development (SRSD).



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).