The Effect of Strategy-Based Instruction on Writing Self-Efficacy and Writing Anxiety of Iranian EFL Learners

مطالعات زبان و ترجمه

Article 6, Volume 51, Issue 4, February 2019, Pages 139-161   

Document Type: Research Article

DOI: 10.22067/lts.v51i4.79438

Authors

Jalil Fathi¹; Ali Derakhshan^{* 2}

¹Department of English Language and Literature, University of Kurdistan, Kurdistan, Iran

²Department of English Language and Literature, Golestan University, Gorgan, Iran

Abstract

Research has consistently revealed that the employment of language learning strategies (LLSs) produces a significant share of variance in language achievement in general and writing strategy training on L2 writing performance, in particular. However, very few studies have been conducted in the Iranian context, so the present study aimed to investigate the effects of strategy-based instruction (SBI) in an English as a Foreign Language (EFL) writing course on enhancing writing self-efficacy and writing anxiety. In so doing, a sample of 49 Iranian EFL students were recruited. The participants were the students of two intact classes doing their BA in the field of English Language Literature. For the purpose of the current study, a twelve-week metacognition training program was integrated into the writing course of the experimental group (n=26). The students in the control group (n=23) received the regular, traditional writing instruction. The data were collected through administration of the two scales measuring second language writing self-efficacy, and anxiety. The findings indicated significant differences in favor of the experimental students in the writing self-efficacy. Besides, it was revealed that writing strategy instruction significantly reduced the writing anxiety of the participants. The findings offer significant implications for both EFL researchers and practitioners.
 

Keywords

Writing Self-Efficacy; Writing Anxiety; Strategy-based Instruction; EFL

References

Abdollahzadeh, E. (2010). Undergraduate Iranian EFL learners’ use of writing strategies. Writing and Pedagogy, 2(1), 65-90.

Allan, D. (2004). Oxford placement test 2. Oxford, England, England: Oxford University Press.

Anderson, N. J. (2003). Metacognition in writing: Facilitating writer awareness. In A. Stubbs, & J. Chapman (Eds.), Rhetoric, uncertainty, and the university as text: How students construct the academic experience (pp. 10-30). Regina: Canadian Plains Research Center, University of Regina.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. London, England: Macmillan.

Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. The Journal of Social Psychology, 130(3), 353-363.

Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (Eds.). (1999). The learning strate‌gies handbook. New York, NY: Longman.

Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335.

Cohen, A. D. (2011). Strategies in learning and using a second language (2nd ed.). London: Longman.

Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford, England: Oxford University Press.

Collins, A., Brown, J. S., & Newman, S. E. (1989).Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In L. R. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Erlbaum.

De Silva, R. (2015). Writing strategy instruction: its impact on writing in a second language for academic purposes. Language Teaching Research, 19(3), 301-323.

De Silva, R., & Graham, S. (2015). The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53(1), 47-59.

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner. New York: Routledge.

Fatemi, A. H., & Vahidnia, F. (2013). An Investigation into Iranian EFL learners' level of writing self-efficacy. Theory and Practice in Language Studies, 3(9), 1698-1705.

Gkonou, C., Daubney, M., & Dewaele, J.-M. (Eds.). (2017). New insights into language anxiety: Theory, research and educational implications. Bristol, England: Multilingual Matters.

Gregersen, T., & MacIntyre, P. D. (2014). Capitalizing on language learners’ individuality. Bristol, England: Multilingual Matters.

Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 83–98). Cambridge, England: Cambridge University Press.

Griffiths, C. (2013). The strategy factor in successful language learning. Bristol, England: Multilingual Matters.

Griffiths, C., & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43(1), 1–10.

Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40(1), 44-59.

Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.

Hosseini Fatemi, A., Pishghadam, R., & Vahidnia, F. (2014). The role of goal-setting theory on Iranian EFL learners' motivation and self-efficacy. International Journal of Research Studies in Language Learning, 3(2), 69-84.

Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 57–71). Mahwah, NJ: Lawrence Erlbaum.

Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390-403.

Kramsch, C. (1993). Context and culture in language teaching. Oxford, England: Oxford University Press.

Kyungsim, H., & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34(3), 399–415.

Macaro, E. (2006). Strategies for language learning and for language use: revising the theoretical framework. The Modern Language Journal, 90(3), 320-337.

McMullen, M. G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 37(3), 418-433.

Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 1- 60.

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.

Mohseniasl, F. (2014). Examining the effect of strategy instruction on writing apprehension and writing achievement of EFL learners. Theory and Practice in Language Studies, 4(4), 811-818.

Nguyen, T. C. L., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17 (1), 9-30.

Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, England: Pearson Education.

Oxford, R. L. (Ed.). (1996). Language learning strategies around the world: Cross-cultural perspectives. Manoa, HI: Second Language Teaching and Curriculum Center, University of Hawai’i.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.

Pallant, J. (2007). SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows (3rd ed.). McGraw Hill: Open University Press.

Piniel, K., & Csizer, K. (2015). Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. In K. Csizer & M. Magid (Eds.), motivational dynamics in language learning (pp. 164-194), Bristol, England: Multilingual Matters.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 1- 33.

Plonsky, L. (2011). The effectiveness of second language strategy instruction: a meta-analysis. Language Learning, 61(4), 993-1038.

Pressley, M., Woloshyn, V., Lysynchuk, L. M., Martin, V., Wood, E., & Willoughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2(1), 1-58.

Rahimi, M., & Noroozisiam, E. (2013). The effect of strategies-based instruction on the improvement of EFL learners’ writing quality: A sociocultural approach. Sage Open, 3, 1-8.

Schunk, D. H., & Zimmerman, B. J. (eds.) (1998). Self-regulated learning: From teaching to self-reflective practice. New York, NY: Guilford Press.

Sengupta, S. (2000). An investigation into the effects of revision strategy instruction on L2 secondary school learners. System, 28(1), 97–113.

Tsiriotakis, I. K., Vassilaki, E., Spantidakis, I., & Stavrou, N. A. (2017). The examination of the effects of writing strategy-based procedural facilitative environments on students’ English foreign language writing anxiety levels. Frontiers in Psychology, 7, 1-14.

Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510-522.

Yaghoubi, S. (2003). On the relationship between writing anxiety, writing strategies, and sentence complexity. (Unpublished Master’s Thesis). University of Tehran, Tehran.

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning. Journal of Educational Psychology, 82(1), 51–59.

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676.