L2 Learners’ Self-efficacy and Self-regulated Strategies in IRW
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The purpose of this study is to examine how self-efficacy (SE) and self-regulated strategies (SRS) are connected to L2 writing proficiency and integrated reading and writing (IRW) classes in the EFL environment. A questionnaire was designed according to the current purpose and environment based on the Self-Efficacy for Writing Scale (SEWS) (Brunning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) and Motivated Strategies for Learning Questionnaire (MSLQ) of Pintrich & DeGroot (1990). The questionnaire was distributed to 72 L2 learners studying in an IRW program. The results demonstrated that L2 learners displayed a modest SE and sporadic SRS in their L2 writing. The results also showed that both SE and SRS are positively interrelated to their writing proficiency and IRW. The present study provides some suggestions for L2 IRW programs concerning SE and SRS.
Abstract
The purpose of this study is to examine how self-efficacy (SE) and self-regulated strategies (SRS) are connected to L2 writing proficiency and integrated reading and writing (IRW) classes in the EFL environment. A questionnaire was designed according to the current purpose and environment based on the Self-Efficacy for Writing Scale (SEWS) (Brunning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) and Motivated Strategies for Learning Questionnaire (MSLQ) of Pintrich & DeGroot (1990). The questionnaire was distributed to 72 L2 learners studying in an IRW program. The results demonstrated that L2 learners displayed a modest SE and sporadic SRS in their L2 writing. The results also showed that both SE and SRS are positively interrelated to their writing proficiency and IRW. The present study provides some suggestions for L2 IRW programs concerning SE and SRS.
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