Korean English learners’ strategy use and self-efficacy in writing: The role of proficiency
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This study explored the impact of L2 writing proficiency and self-efficacy on L2 writing strategy use among Korean English learners. To this end, 132 students from three universities in Korea completed two questionnaires assessing L2 writing strategy use and self-efficacy. They were assigned to either a high- or low-proficiency group based on their writing scores. Data were analyzed using t-tests and Pearson’s correlation analyses. The findings revealed a partial association between L2 writing proficiency and strategy use across various stages of the writing process, including planning, drafting, and revising. A positive correlation was also found between proficiency and L2 writing self-efficacy. These findings suggest that more proficient L2 writers tend to employ a wider range of strategies effectively and demonstrate greater confidence in their writing abilities. The results underscore the importance of writing practice in enhancing L2 writing skills.
Abstract
This study explored the impact of L2 writing proficiency and self-efficacy on L2 writing strategy use among Korean English learners. To this end, 132 students from three universities in Korea completed two questionnaires assessing L2 writing strategy use and self-efficacy. They were assigned to either a high- or low-proficiency group based on their writing scores. Data were analyzed using t-tests and Pearson’s correlation analyses. The findings revealed a partial association between L2 writing proficiency and strategy use across various stages of the writing process, including planning, drafting, and revising. A positive correlation was also found between proficiency and L2 writing self-efficacy. These findings suggest that more proficient L2 writers tend to employ a wider range of strategies effectively and demonstrate greater confidence in their writing abilities. The results underscore the importance of writing practice in enhancing L2 writing skills.
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