Relationship Between Writing Self-Efficacy and Writing Attitude in Lebanese Elementary Schools

Abstract

This mixed method design study investigated the relationship between self-efficacy in writing and attitude towards English writing in grade 6 in three private schools in Lebanon. It also explored teachers’ perceptions of their students’ strategic behavior and motivation (self-efficacy and attitude). The study involved 161 students who completed two rating scales that measured self-efficacy for writing and attitude towards English writing. In addition, six teachers were interviewed to explore their beliefs about students’ motivational state. The results indicated a significant positive correlation between self-efficacy and attitude towards writing. Students’ self-reports of perceived self-efficacy and attitude towards writing were high and positive unlike the low teachers’ perceptions towards their students’ performance. These findings supported the need to raise teachers’ awareness towards the motivational factors as a mean to promote writing proficiency and embed these in the curriculum.

Keywords: Self-efficacy beliefs, Attitude, ESL writing, Elementary level