Self-efficacy and Writing Abilities: A Correlational Study with Indonesian EFL Students
DOI:
https://doi.org/10.32528/issh.v3i2.608Keywords:
Self-Efficacy, Writing, CorrelationAbstract
For many EFL learners, English writing is challenging. To create good writing, students must master both linguistic and non-linguistic components. The non-linguistic component refers to students' self-efficacy, or their perception of their own writing abilities. While self-efficacy has been widely studied, there is limited research on its relationship with writing abilities. This study investigates the correlation between self-efficacy levels and performance in descriptive writing tasks among Indonesian EFL students. The study uses a correlational research design with a sample of 41 tenth-grade students. Data was collected using tests and questionnaires. Correlational analysis was applied to the students’ writing scores and self-efficacy questionnaire results. The analysis showed that the value of r was 0.640, higher than the r-table value of 0.308 for N=41. This indicates a strong positive correlation between students’ self-efficacy and their writing abilities. The findings suggest that higher self-efficacy is associated with better writing performance, highlighting the importance of fostering self-efficacy in EFL learners to improve their writing skills
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