The Relationship among Test Anxiety, Self-Efficacy, and Writing Performance Among Iranian Intermediate EFL Learners
International Journal of Language and Linguistics
Volume 3, Issue 6, November 2015, Pages: 323-327
Received: Aug. 31, 2015;
Accepted: Sep. 19, 2015;
Published: Oct. 8, 2015
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Saeide Majidifar, Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Mohammad Reza Oroji, Assistant Professor, Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Writing performance in general plays a significant part in any academic field and it is a flexible tool that can be used to meet a variety of goals (Diamond, 1999; Graham, 2006b). This study aimed to illuminate and investigate the two psychological and crucial factors influencing the writing performance: Self-efficacy (SE) and Test anxiety (TA). An attempt was made to assess the relationship among Self-efficacy, Test anxiety and writing performance. In so doing, after homogenizing the students as Intermediate ones via a placement test, two questionnaires of SE ( Owen &Froman,1988 ) and Test anxiety (Suinn, 1969) were administered to 50 intermediate students. Having administered the questionnaires, the researcher asked the subjects to compose an essay on a general topic: 'The effects of TV on people’s lives'. Based on the questionnaires, the subjects were divided into four groups: 1) High SE, High TA, 2) High SE, Low TA, 3) Low SE, High TA, and 4) Low SE, Low TA. The data collected from the questionnaires as well as the scores given to their writing performances were analyzed through SPSS (21.00). Results indicated that there were statistically significant differences between the two groups of High self-efficacy, low test anxiety and Low self-efficacy, high test anxiety. The former group outperformed the latter one. The outcomes of this study can have benefits for both foreign language teachers and learners. They both can attain better results by focusing more on these two psychological factors in their roles. The findings of the present study demonstrated that more concentration ought to be placed on these two psychological factors in order to enhance students’ writing performances.
Mohammad Reza Oroji,
The Relationship among Test Anxiety, Self-Efficacy, and Writing Performance Among Iranian Intermediate EFL Learners, International Journal of Language and Linguistics.
Vol. 3, No. 6,
2015, pp. 323-327.
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