Self-efficacy and Iranian Female EFL Learners’ Writing Performance: An Investigation into their Relationship

This study, which utilized quantitative methodology, aimed to investigate whether there is a relationship between self-efficacy and Iranian female EFL learners’ writing performance in a survey-based correlational design. For this purpose, after administering a language proficiency test, for the purpose of homogenizing the learners, 56 out of 70 students, between ages 19-27, who are studying English in an institute in West Azarbaijan were chosen as the ultimate participants of the study. Regarding the purpose of this study, two instruments were used to collect data. Participants were required to fill out General Self-efficacy Questionnaire designed by Sherer, et.al (1982). In order to make the questionnaire more comprehensible, it was adapted to Iranian context. Additionally, a writing test was administered. The participants’ writing sample was obtained using IELTS writing tasks. The results were studied according to IELTS nine-band scale. The writings were scored by two raters yielding an inter-rater reliability of 0.86. The findings obtained through Pearson correlation revealed that there is no significant relationship between self-efficacy and female EFL learners’ writing performance. The educational implications of the findings and suggestions for future researches are also discussed.

کلیدواژه ها:

self-efficacy ، writing performance ، female EFL learners