Self-efficacy in Arabic Writing
Keywords:
Self-efficacy, writing skill, beginners, advanced learners, writing elements and process
Abstract
The study aimed to determine the level of self-efficacy in writing skill among learners at International Islamic University Malaysia. The respondents were 200 learners from the Department of Arabic Language and Literature at this university. The instrument used was adapted from previous studies that measured writing self-efficacy. The results show that most learners had high level of self-efficacy in writing as well as its elements. However, in the writing process, the study discovers moderate level of self-efficacy among these learners. In terms of gender differences, there was no significant difference in self-efficacy between both male and female learners. Male learners reported higher level of self-efficacy in overall writing skill as well as its process and elements. When it comes to the level of study, the result indicates a significant difference between beginner and advanced learners. The advanced learners displayed greater level of self-efficacy than their counterparts in all parts of writing.References
García, J-N. & Fidalgo, R. (2008). Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: The mediational role of gender in calibration. The Spanish Journal of Psychology, 11(2), 414-432.
Hanna, K. J. (2010). Student perceptions of teacher comments: Relationships between specific aspects of teacher comments and writing apprehension. Ph.D Dissertation, The University of North Dakota.
Hansen, S. (2001, December). Boys and writing: Reluctance? Reticence? Orrebellion? A paper presented at the National NZARE Conference. Christchurch.
Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The Effect of self-regulation learning strategies training on the academic motivation and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 627-632.
Lin, C. A., & Wen, L. Y. M. (2010). How writing self-efficacy and knowledge influence the use of metacognitive strategies for business writing : The example of international business workers in Taiwan. Hawaii International Conference on Business, 1-21.
Maguire, M., Reynolds, A. E., & Delahunt, B. (2013). Self-efficacy in academic reading and writing, authorial identity and learning strategies in first-year students. All Ireland Journal of Teaching and Learning in Higher Education, 5(1), 1111-11117. http://ojs.aishe.org/index.php/aishe-j/article/view/[111].
Matoti, S. N. & Shumba, A. (2012). Assessing the writing efficacy of undergraduate students at a University of Technology in South Africa. Anthropologist, 14(2), 131-139.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
Nik Hanan Mustapha., Nik Farhan Mustapha., Nadwah Daud., & Mahmud Abd Wahab. (2013). Arabic language efficacy questionnaire: Assessing self-efficacy and achievement. GEMA Online TM Journal of Language Studies, 13(1), 155-167.
Pajares, F., Miller, M. D. & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91(1), 50-61.
Pajares, F. & Cheung, Y. F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39, 437-455. doi: 10. 1016/j.ijer.2004.06.008
Pajares, F. & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in Mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
Pajares, F. & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
Rajalingam, S. K. & Singh, T. K. R. (2011). The influence of gender and self-efficacy beliefs on writing apprehension level among matriculation students. Prosiding Seminar Majlis Dekan-dekan Pendidikan IPTA, 1(1), 276-285.
Schunk, D. H. & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(7), 7-25. doi: 10.1080/10573560600837578.
Shell, D. F. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
Shell, D. F., Colvin, C. & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-398. doi: 10.1037/0022-0663.87.3.386
Williams, H. M. (2012). Third grade students' writing attitudes, self-efficacy beliefs, and achievement. Unpublished master thesis. University of Maryland, College Park.
Williams, J. D. & Takaku, S. (2011). Help seeking, self-efficacy, and writing performance among college students. Journal of Writing Research, 3(1), 1-18.
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory Pract, 41(2): 64-72.
Zimmerman, B. J., & Cleary, T. J. (2006). Self-efficacy beliefs of adolescents. Adolescents’ Development of Personal Agency The Role of Self-efficacy Beliefs and Self-regulatory Skill, 45-69.
Zumbrunn, S., & Bruning, R. (2011, December). Elementary students’ writing feedback perceptions, self-efficacy beliefs, and success. Paper presented at the Literacy Research Association Annual Meeting, Jacksonville, FL.
di
Hanna, K. J. (2010). Student perceptions of teacher comments: Relationships between specific aspects of teacher comments and writing apprehension. Ph.D Dissertation, The University of North Dakota.
Hansen, S. (2001, December). Boys and writing: Reluctance? Reticence? Orrebellion? A paper presented at the National NZARE Conference. Christchurch.
Krejcie, R.V. & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The Effect of self-regulation learning strategies training on the academic motivation and self-efficacy. Procedia-Social and Behavioral Sciences, 29, 627-632.
Lin, C. A., & Wen, L. Y. M. (2010). How writing self-efficacy and knowledge influence the use of metacognitive strategies for business writing : The example of international business workers in Taiwan. Hawaii International Conference on Business, 1-21.
Maguire, M., Reynolds, A. E., & Delahunt, B. (2013). Self-efficacy in academic reading and writing, authorial identity and learning strategies in first-year students. All Ireland Journal of Teaching and Learning in Higher Education, 5(1), 1111-11117. http://ojs.aishe.org/index.php/aishe-j/article/view/[111].
Matoti, S. N. & Shumba, A. (2012). Assessing the writing efficacy of undergraduate students at a University of Technology in South Africa. Anthropologist, 14(2), 131-139.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.
Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
Nik Hanan Mustapha., Nik Farhan Mustapha., Nadwah Daud., & Mahmud Abd Wahab. (2013). Arabic language efficacy questionnaire: Assessing self-efficacy and achievement. GEMA Online TM Journal of Language Studies, 13(1), 155-167.
Pajares, F., Miller, M. D. & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91(1), 50-61.
Pajares, F. & Cheung, Y. F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39, 437-455. doi: 10. 1016/j.ijer.2004.06.008
Pajares, F. & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in Mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
Pajares, F. & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90, 353-360.
Rajalingam, S. K. & Singh, T. K. R. (2011). The influence of gender and self-efficacy beliefs on writing apprehension level among matriculation students. Prosiding Seminar Majlis Dekan-dekan Pendidikan IPTA, 1(1), 276-285.
Schunk, D. H. & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(7), 7-25. doi: 10.1080/10573560600837578.
Shell, D. F. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
Shell, D. F., Colvin, C. & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386-398. doi: 10.1037/0022-0663.87.3.386
Williams, H. M. (2012). Third grade students' writing attitudes, self-efficacy beliefs, and achievement. Unpublished master thesis. University of Maryland, College Park.
Williams, J. D. & Takaku, S. (2011). Help seeking, self-efficacy, and writing performance among college students. Journal of Writing Research, 3(1), 1-18.
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory Pract, 41(2): 64-72.
Zimmerman, B. J., & Cleary, T. J. (2006). Self-efficacy beliefs of adolescents. Adolescents’ Development of Personal Agency The Role of Self-efficacy Beliefs and Self-regulatory Skill, 45-69.
Zumbrunn, S., & Bruning, R. (2011, December). Elementary students’ writing feedback perceptions, self-efficacy beliefs, and success. Paper presented at the Literacy Research Association Annual Meeting, Jacksonville, FL.
di
Published
2016-06-01
How to Cite
Daud, N., Ghazuddin, F., & Mustapha, N. (2016). Self-efficacy in Arabic Writing. Dinamika Ilmu, 16(1), 75-92. https://doi.org/10.21093/di.v16i1.413
Section
Articles
Copyright (c) 2016 DINAMIKA ILMU
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work
