Perceived Writing Self-Efficacy, Writing Challenges, and Support-Seeking: Differences Between University Native English Speakers and English Learners

• In Event: AERA Poster Session 9
  In Poster Session: Social and Cultural Contexts in Learning and Instruction

Abstract

The present study examined differences between English Speakers’ (ESs) and English language learners’ (ELLs) approaches to academic writing, support-seeking behaviors, self-efficacy beliefs and perceived writing challenges with a total of 952 college students. Qualitative and quantitative data collected through a survey with scales and open-ended items revealed differences between the two groups: ES reported higher levels of writing self-efficacy and achievement. In contrast, ELLs reported more challenges and were more likely to seek writing support. We reported on exploratory multiple regression analysis examining the contribution of each variable separately for ESs and ELLs. Content analysis of open-ended responses revealed variability in writing and self-evaluation challenges. We concluded with implications for instructional interventions that targeted these students will be discussed.

Authors

• Xiaorong Zhang, George Mason University

• Divya Varier, George Mason University

• Anastasia Kitsantas, George Mason University