Exploring the Impact of Writing Self-Efficacy on Second Language Learning Performance: A Cross-sectional Survey of Students in China

Abstract

Aim/purpose: In the context of Kazakhstani secondary education, this study investigates the relationship between students' writing self-efficacy and their performance in learning a second language (L2).

Background: Learning a second language (L2) is a complex process influenced not only by learners' cognitive abilities but also by their psychological beliefs and motivational dispositions. Self-efficacy has become a key concept in explaining differences in students' academic achievement across various affective aspects. These task-specific beliefs have been demonstrated to influence students' effort, perseverance, emotional reactions, and final success in learning environments.

Methodology: A representative sample of secondary school students from both urban and rural locations within China participated in the model-based correlational survey study. In addition to measures of L2 learning performance, such as writing proficiency scores and overall language attainment, data were gathered using a validated writing self-efficacy scale. Besides, the students’ writing performance was assessed through three different assessment techniques, namely: teacher assessment, peer assessment, and self-assessment.

Findings: Students’ writing self-efficacy significantly correlated with writing performance, regardless of the assessment technique used. The high explained variance (62.2%) indicates that self-efficacy is not a marginal psychological factor, but rather a significant determinant of writing performance. Thus, the study concludes that improving instructional strategies and feedback quality can enhance students’ self-efficacy and writing proficiency, providing valuable implications for language education.