STUDENT’S SELF-EFFICACY AND FACTORS AFFECTING SELF-EFFICACY IN WRITING

Abstract

The research investigates English-majored sophomores and juniors’ knowledge of self-efficacy for writing so that the students can have an opportunity to reconsider their own skills to see whether their beliefs lead them to writing success or not. The participants in the study are 106 sophomores and juniors majoring in English Teacher Education, English Studies, and English Interpretation and Translation at Can Tho University (CTU). A questionnaire, with the framework based on the literature review, is used as a research instrument. The collected data are meticulously analyzed to answer the two questions: (1) Do English-majored sophomores and juniors at CTU feel efficacious in their writing skill? (2) Are there any factors that affect students’ writing self-efficacy? The results indicate that the students had an awareness of writing self-efficacy. It was originated from their high self-confidence in writing skills at university. Additionally, the four domains, namely student’s motivation, challenges, strategies and communication, had a great effect on their learning in writing classrooms. Unavoidably, there was a disparity in terms of the extent of these domains’ impacts on efficacy beliefs, and thereby leading to the suggested ideas, such as course design adjustment, extra materials, clear instruction, accurate modeling and feedback, positive verbal encouragement, more opportunities to practise, and assistance in class. In fact, superior writing skills are essential both in higher education and the following future of work. As a result, it would be much better if students could be excellent graduates with concrete professional skills and promising self-efficacy.