The Relationship of EFL Students’s Writing Self-Efficacy and Self-Regulated Learning at University of Islam Malang

Abstract

This study seeks to examine the relationship between self-efficacy and  self-regulated learning in English writing for Foreign Language students. The study aims to address gaps in the literature by examining the connections between EFL students' self-regulated learning methods and their writing self-efficacy. By examining these correlations, the researcher aims to offer valuable insights as improving EFL learners’ academic performance is strongly influenced by self-efficacy and self-regulated learning (SRL) in writing. SE enhances learners’ confidence and motivation, while SRL provides strategies to manage and improve their writing process. Collectively, these constructs contribute to improved writing performance and overall academic achievement.

 In this study, a correlation design was employed, utilizing a quantitative methodology. Statistical analysis was used to investigate the relationship between variables, specifically writing self-efficacy (X) and writing self-regulated learning (Y). The summary includes details about the techniques used for data collection and analysis, as well as an overview of the study's methodology. The study found a weak positive correlation between SE and SRL (r = .243, p = .086), which was not statistically significant. Descriptive statistics revealed that the mean score for writing self-efficacy was 3.55, categorized as “high,” while the mean for SRL strategy use was 3.19, indicating a “moderate” level.

The results of the study indicated a lack of significant correlation between self-regulated learning in writing and self-efficacy. Furthermore, there was no noteworthy correlation found between self-efficacy and learning strategies, including cognitive strategies (idea generation, grammar, vocabulary use), metacognitive strategies (planning, monitoring, revising), affective strategies (motivation, emotional control), and resource management strategies (time management, help-seeking, environment control).These findings suggest that individual students have distinct abilities in managing their own learning environment. Further research in this area is crucial due to the variability in the current findings. Future studies should involve a larger sample size  and consider additional variables to improve the broader relevance of the result.