Investigating writing self-efficacy perceptions of learners of english as a foreign language: the case of first year pupils at fatma nsoumer secondary school, Amizour, Algeria

Abstract EN

Writing is considered as a central skill as it plays an essential role in different settings such as social, cultural, professional and academic settings as well.

However, Algerian learners of English as a foreign language (EFL) do not manage to master its aspects as they find it cognitively demanding and complex.

Thus, they feel that they are unable to write and find it difficult to maintain their interest in this skill.

Nevertheless, nurturing learners' positive beliefs in writing can foster their motivation to write.

Positive self-efficacy contributes to increasing learners' interest and motivation as they feel a strong sense of confidence in themselves.

Accordingly, the current study aims at investigating EFL learners' attitudes towards, and self-efficacy perceptions of, in writing from a multidimensional perspective: ideation and organization, writing conventions and self-regulation.

To achieve this purpose, and following the quantitative research approach, a descriptive design was adopted.

In order to collect data, a five-point Likert scale type questionnaire was addressed to a sample of 289 learners at Fatma Nsoumer Secondary School, Amizour, Bejaia (Algeria).

Data were analyzed using descriptive statistics.

Statistical Package for Social Sciences computer program (SPSS 20) was used.

The findings revealed that learners' level of confidence in their writing ability ranges from low to moderate, and the lowest degree was attributed to the self-regulation dimension.

In addition to their negative attitudes and lack of motivation and frustration when writing.

Thus, creating a positive emotional environment and using appropriate pedagogical approaches are significantly important so as to improve their cognitive, meta-cognitive and motivational engagement in writing.