Tertiary Level Exchange Students’ Perspectives on Self-Efficacy: Toward EFL Writing

DOI: https://doi.org/10.21070/jees.v1i2.441

Author (s)

(1) * Fika Megawati   (Universitas Muhammadiyah Sidoarjo)  
(*) Corresponding Author


This study aims to describe the students’ self-efficacy on their writing competence. Descriptive study was implemented by distributing closed-ended questionnaires in addition to interview and the result of writing task. The subjects of this study were three students from Thailand. The students’ responses in questionnaire were analyzed through frequency distribution and percentage. For the result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to confirm the findings and support conclusion. In a nutshell, the subjects of this study have moderate level of writing self-efficacy. Each student showed diverse selection in writing stage. The first student had moderate self-efficacy, but he relatively could cope with the writing problems. In the second student, the writing self-efficacy was the highest one, and it was proven from her better writing result. For the last student, similar to the writing quality, he considered himself weak in this skill.


EFL writing; self-efficacy; tertiary level

Full Text: PDF


Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.

Breiner-Sanders, K. E., Swender, E., & Terry, R. M. (2002). Preliminary proficiency guidelines—Writing revised 2001, 35(1), 9–15.

Hsieh, P., Sullivan, J. R., & Guerra, N. S. (2007). Self-Efficacy and Goal Orientation. Journal of Advanced Academics, 18(3), 454–476. Retrieved from http://files.eric.ed.gov/fulltext/EJ773185.pdf

Kelsen, B. (2009). Teaching EFL to the iGeneration: A survey of using YouTube as supplementary material with college EFL students in Taiwan. Call-EJ Online, 10(2).

Kerpelman, J. L., & Mosher, L. S. (2004). Rural African American Adolescents’ Future Orientation: The Importance of Self-Efficacy, Control and Responsibility, and Identity Development. Identity, 4(2), 187–208. https://doi.org/10.1207/s1532706xid0402_5

Landau, B., Gleitman, L. R., & Landau, B. (2009). Language and experience: Evidence from the blind child, 8.

Linnenbrink, E. A., & Pintrich, P. R. (2003). THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM. Reading & Writing Quarterly, 19(2), 119–137. https://doi.org/10.1080/10573560308223

Mayora, C. A. (2009). Using YouTube to Encourage Authentic Writing in EFL Classrooms, 1-12. TESL Reporter, 42(1), 1–12.

Medgyes, P. (1992). Native or non-native: who’s worth more? ELT Journal, 46(4), 340–349. https://doi.org/10.1093/elt/46.4.340

Meyers, C., & Jones, T. B. (1993). Promoting Active Learning. Strategies for the College Classroom. Jossey-Bass Inc., Publishers.

Noom-Ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11). https://doi.org/10.5539/elt.v6n11p139

Suwanarak, K. (2012). English language learning beliefs, learning strategies and achievement of Masters students in Thailand. TESOL in Contextntext.

Wood, D. J. (1999). Aspects of Video Movie English Teaching. Reprinted from Journal of Chikushi Jogakuen University I, (11).

Writing Skills Questionnaire. (n.d.). Retrieved from http://www.sjsu.edu/faculty/mary.warner/Handouts/Writingskills.htm

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). SELF-EFFICACY, STRESS, AND ACADEMIC SUCCESS IN COLLEGE. https://doi.org/10.1007/s11162-004-4139-z

Article View

Abstract views : 817 times | PDF files viewed : 538 times

Dimensions, PlumX, and Google Scholar Metrics


Copyright (c) 2016 Journal of English Educators Society

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.