The role of achievement goal orientations in the relationships between high school students' anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing

Paul, Narmada; Lin, Tzu‐Jung; Ha, Seunghyeok; Jing, Chen; Newell, George E.

doi:10.17239/jowr-2021.12.03.05

Cited by 13 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For many years, L2 researchers have focused on anxiety’s role in L2 learning ( Horwitz et al, 1986 ; Sahoo and Sinha, 2020 ; Gok et al, 2021 ). When students are highly anxious about writing, they are less efficacious and use self-regulation strategies less often than students with lower anxiety levels ( Stewart et al, 2015 ; Paul et al, 2021 ). Moreover, it is argued that anxiety can pose many difficulties for foreign language students because it can hinder the acquisition, maintenance, and production of the new language ( MacIntyre and Gardner, 1991 ).…”

Section: Introductionmentioning

confidence: 99%

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety

Xiang-feng

Yang²

2023

Front. Psychol.

View full text Add to dashboard Cite

As flipped classroom has received much attention from researchers and educators, some scholars have investigated the effectiveness of this teaching mode in various English as a foreign language (EFL) settings; however, such an instruction mode has been under-investigated in the Chinese EFL context. Therefore, the current study examined a flipped course’s impact on Chinese EFL learners’ writing performance and anxiety utilizing a pretest-posttest non-equivalent group quasi-experimental design. First, it selected a sample of 50 Chinese EFL learners from two intact language school classes as the participants via the convenience sampling method. Then, it randomly assigned participants of these two intact classes to a control group (n = 24), taught based on the traditional method of writing instruction, and an experimental group (n = 26), instructed based on social media-supported flipped instruction. The study used two writing tasks and a writing anxiety inventory to gather the data from the participants. The descriptive and inferential statistics results showed that the experimental group—taught based on flipped writing instruction—significantly enhanced their writing performance. Moreover, they revealed that the flipped course substantially reduced participants’ writing anxiety. Implications of such findings have been elaborated for EFL research and practice.

show abstract

Section: Introductionmentioning

confidence: 99%

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety

Xiang-feng

Yang²

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Informed by social cognitive theory, the employment of self-regulated learning strategies allows students to effectively monitor and control their learning progress, thus potentially contributing to their self-efficacy (Zimmerman, 2000;Schunk and Zimmerman, 2007;Lantolf and Poehner, 2008;Harris et al, 2010). The relationship between self-regulation and self-efficacy in L1 writing has been well-documented (e.g., Fidalgo et al, 2008;MacArthur and Philippakos, 2010;Bruning and Kauffman, 2016;Paul et al, 2021). In the field of EFL/ESL writing, empirical evidence in support of the positive influences of self-regulated strategy use on self-efficacy of students has been obtained (e.g., Zhang et al, 2016;Bai and Guo, 2018;Chen and Zhang, 2019;Teng and Zhang, 2020).…”

Section: Introductionmentioning

confidence: 99%

Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study

Chen

Zhang

Wang³

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

This mixed-methods study investigated the impacts of the self-regulated strategy development (SRSD) model on the self-efficacy of students for text revision in English-as-a-foreign-language (EFL) writing at the tertiary level. An SRSD treatment group and a comparison group were involved in this quasi-experimental design research. Both groups completed a self-efficacy scale before and after the instruction, and six SRSD-trained students participated in pre- and post-test interviews. The quantitative analyses did not detect any significant differences between groups, suggesting that the SRSD instruction did not influence the self-efficacy of participants for text revision. The qualitative findings provided insights into the quantitative results. The interview data indicated that the interviewees might have overestimated their revision abilities before instruction and, with the relatively more accurate estimation of their abilities resulting from receiving the SRSD instruction, the over-time comparison of their responses to the self-efficacy scale did not reveal any statistically significant changes. Our findings suggest that students might have recorded evidence of closer calibration between judgments of their revision abilities and their actual performance after SRSD instruction. The implications of the findings were discussed and directions for further studies were provided.

show abstract

“…A study by Paul et al (2021) found that writing efficacy mediated the association between writing anxiety and students’ reported use of revision strategies for high school students who had average scores on measures of achievement goal orientation. Their findings were consistent with the theoretical position that writing anxiety depletes students’ efficacy for writing, which is beneficial for triggering the use of self-regulation strategies in writing.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Other studies further supported the contention that the effect of apprehension tends to disappear when self-efficacy was controlled ( Pajares et al, 1999 ; for an overview see Pajares, 2003 ), providing some support for the argument that anxiety results from a lack of confidence ( Bandura, 1997 ). However, recent data on writing self-efficacy, writing anxiety, and writing performance is notably lacking, especially for high school students where actual measures of writing performance were not administered (i.e., Collie et al, 2016 ; Paul et al, 2021 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…We provide two examples to illustrate the diverse connections that may exist between efficacy, anxiety, and performance. One, the potential of self-efficacy to reduce the deleterious effects of anxiety ( Paul et al, 2021 ) may not be realized for some students because they overestimate their writing capabilities ( Graham and Harris, 1989 ; Graham et al, 1993 ). This can occur for a variety of reasons, including misperceptions by students of the demands of writing, inability to accurately assess their own capabilities, or purposefully overestimating capabilities for protective reasons ( Bandura and Schunk, 1981 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background

et al. 2023

View full text Add to dashboard Cite

Writing presents considerable challenges to students’ motivation. Yet there is a dearth of studies assessing the role of affect and motivation in writing performance for students with migration backgrounds (MB), who often underachieve in writing. Our study addressed this research gap by investigating the interplay between writing self-efficacy, writing anxiety, and text quality in 208 secondary students with and without MB using Response Surface Analyses. The data showed comparable levels of self-efficacy and, notably, lower writing anxiety levels among students with MB despite lower writing achievements. In the full sample, we observed positive correlations between self-efficacy and text quality and negative correlations between writing anxiety and text quality. When modeling efficacy and anxiety measures and their interplay to predict text quality, self-efficacy measures continued to account for statistically detectable unique variance in text quality, whereas writing anxiety did not. However, students with MB demonstrated differing interplay patterns, with less efficacious students with MB showing positive relations between writing anxiety and text quality.

show abstract

The role of achievement goal orientations in the relationships between high school students' anxiety, self-efficacy, and perceived use of revision strategies in argumentative writing

Cited by 13 publications

References 0 publications

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety

Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study

Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background

Contact Info

Product

Resources

About