The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance
This paper discusses the relationship between Iranian EFL learners’ beliefs about writing with their L2 writing self-efficacy and performance. The participants of this study were 70 female and male Iranian undergraduate learners ranging in age from 20 to 35. Among three dimensions of beliefs about w...
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| Format: | Article |
| Language: | English |
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Imam Khomeini International University, Qazvin,
2015-07-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | http://jmrels.journals.ikiu.ac.ir/article_816_1dbe811a9cab09b2a6fc900214f0cb9f.pdf |
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| _version_ | 1849727164048474112 |
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| author | Marzieh Rezaei Ehsan Rassaei |
| author_facet | Marzieh Rezaei Ehsan Rassaei |
| author_sort | Marzieh Rezaei |
| collection | DOAJ |
| description | This paper discusses the relationship between Iranian EFL learners’ beliefs about writing with their L2 writing self-efficacy and performance. The participants of this study were 70 female and male Iranian undergraduate learners ranging in age from 20 to 35. Among three dimensions of beliefs about writing,<em> recursive</em>, <em>audience orientation </em>and <em>transmission belief</em>, recursive orientation and transmission beliefs had positive significant correlations with learners’ writing performance. This means that those who consider writing as a process but not a product as well as those who regard writing as a means for reporting what authorities think are more successful writers than others. The results showed that beliefs about writing correlate with students’ writing performance. In this study, it was found that no statistically significant relationship between audience orientation belief and learners’ writing performance. In other words, Iranian EFL learners do not pay attention to the needs of their readers. Moreover, there was significant relationship between learners’ beliefs about writing and their L2 writing self-efficacy. Also self-efficacy was shown to have a major impact on the students’ performance in this research. The results help teachers to predict influential effects of students’ beliefs on their L2 writing performance.
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| format | Article |
| id | doaj-art-94e243867830432f9558d3cc81f2eebf |
| institution | DOAJ |
| issn | 2676-5357 2676-5357 |
| language | English |
| publishDate | 2015-07-01 |
| publisher | Imam Khomeini International University, Qazvin, |
| record_format | Article |
| series | Journal of Modern Research in English Language Studies |
| spelling | doaj-art-94e243867830432f9558d3cc81f2eebf2025-08-20T03:09:56ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572676-53572015-07-0123118103816The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performanceMarzieh Rezaei0Ehsan Rassaei1Islamic Azad University, Shiraz BranchDepartment of Foreign Languages, Shiraz Branch Islamic Azad UniversityThis paper discusses the relationship between Iranian EFL learners’ beliefs about writing with their L2 writing self-efficacy and performance. The participants of this study were 70 female and male Iranian undergraduate learners ranging in age from 20 to 35. Among three dimensions of beliefs about writing,<em> recursive</em>, <em>audience orientation </em>and <em>transmission belief</em>, recursive orientation and transmission beliefs had positive significant correlations with learners’ writing performance. This means that those who consider writing as a process but not a product as well as those who regard writing as a means for reporting what authorities think are more successful writers than others. The results showed that beliefs about writing correlate with students’ writing performance. In this study, it was found that no statistically significant relationship between audience orientation belief and learners’ writing performance. In other words, Iranian EFL learners do not pay attention to the needs of their readers. Moreover, there was significant relationship between learners’ beliefs about writing and their L2 writing self-efficacy. Also self-efficacy was shown to have a major impact on the students’ performance in this research. The results help teachers to predict influential effects of students’ beliefs on their L2 writing performance. <strong> </strong>http://jmrels.journals.ikiu.ac.ir/article_816_1dbe811a9cab09b2a6fc900214f0cb9f.pdfbeliefs about writingwriting self-efficacy and L2 writing performance |
| spellingShingle | Marzieh Rezaei Ehsan Rassaei The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance Journal of Modern Research in English Language Studies beliefs about writing writing self-efficacy and L2 writing performance |
| title | The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance |
| title_full | The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance |
| title_fullStr | The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance |
| title_full_unstemmed | The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance |
| title_short | The Relationship of Iranian EFL Learners’ Beliefs about Writing with their L2 Writing Self-efficacy and performance |
| title_sort | relationship of iranian efl learners beliefs about writing with their l2 writing self efficacy and performance |
| topic | beliefs about writing writing self-efficacy and L2 writing performance |
| url | http://jmrels.journals.ikiu.ac.ir/article_816_1dbe811a9cab09b2a6fc900214f0cb9f.pdf |
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