EFL Learners'Writing Self-efficacy and Relationship with Metacognitive Strategies

DOI

10.2991/icadce-17.2017.226How to use a DOI?

Keywords

self-efficacy; metacognition; EFL; English writing

Abstract

The present study investigated EFL learners writing self-efficacy and their metacognition. 97 English major students from a university were selected as participants. Two questionnaires assessing learners'self-efficacy and metacognitive strategies were administered. The study found that high achieving students had high self-efficacy level and high metacognition, while low achieving students had low self-efficacy and low metacognition. Besides, self-efficacy and metacognition are significantly positive corrrelated. This study has theoretical as well as pedagogical implications. EFL teachers should enhance learners'self-efficacy and train their metacognitive strategies so as to improve their writing achivements.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ting Sun
PY  - 2017/05
DA  - 2017/05
TI  - EFL Learners'Writing Self-efficacy and Relationship with Metacognitive Strategies
BT  - Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)
PB  - Atlantis Press
SP  - 918
EP  - 921
SN  - 2352-5398
UR  - https://doi.org/10.2991/icadce-17.2017.226
DO  - 10.2991/icadce-17.2017.226
ID  - Sun2017/05
ER  -