L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio as Correlates of Global L2 Writing Performance

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Habib Soleimani
Hameed H. Hamasaid
Beway M. Saheb


The aim of this study was to investigate the predictability of global L2 writing performance of Iraqi Kurdistan English as a foreign language (EFL) learners through the affective and linguistic variable of L2 writing anxiety, writing self-efficacy and writing motivation. To this end three types of lingua-affective questionnaires were distributed among 129 EFL learners whose age range was between 18 to 24. They were also required to hand in a writing performance in one session which were scored by two different scorers to have inter-rater reliability. Using a correlational design and running a linear regression test, the researchers investigated the correlation of L2 witting anxiety, writing self-efficacy, writing motivation with global L2 witting performance. The results indicated that writing self-efficacy and writing motivation had a positive and significant relationship with global L2 writing performance while L2 writing anxiety was a different variable from them, indicating a significant but negative correlation with L2 writing performance. The linear regression also indicated that  the sole predicting variable to predict L2 writing performance was observed to be writing motivation and the writing self-efficacy though having a high and significant relationship with L2 writing performance and expected to be among the predictors, did not do this.


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How to Cite
Soleimani, H., Hamasaid, H. H. and Saheb, B. M. (2020) “L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio: as Correlates of Global L2 Writing Performance”, Koya University Journal of Humanities and Social Sciences, 3(1), pp. 156-165. doi: 10.14500/kujhss.v3n1y2020.pp156-165.
Author Biographies

Habib Soleimani, Department of English Language and Linguistics, Faculty of Literature and Foreign Languages, University of Kurdistan, Sanandaj, Iran

Habib Soleimani is an assistant professor of Teaching English as a Foreign Language (TEFL) at the University of Kurdistan, Sanandaj, Iran. He is currently teaching and researching in the Department of English language and linguistics. He has published many papers in academic journals. His areas of interest are language teaching methodology, language testing, measurement and evaluation, and research methodology.

Hameed H. Hamasaid, English Department, College of Basic Education, University of Halabja, Kurdistan Region, Iraq

Hameed H. Hamasaid is an assistant lecturer at the University of Halabja, Halabja, Kurdistan Region, Iraq. He studied his master degree in TESOL in 2013 at the University of Northumbria in the UK. In 2018, he was selected by the US embassy in Iraq to participate in Fulbright Visiting Scholar Program; for 10 weeks, he participated in many training courses, workshops, conferences and cultural activities at the University of Texas in the USA. He has been teaching at University of Halabja since 2013. Currently, he is teaching Methods of Teaching, and Conversation. His research interests include language teaching methodology, language assessment, and language learner strategies

Beway M. Saheb, English Department, College of Basic Education, University of Halabja, Kurdistan Region, Iraq

Beway Mahmood Saheb is a full-time assistant lecturer at the English Department, College of Basic Education, University of Halabja, Iraq. He has obtained MA in Applied Linguistics at the University of Nottingham, UK. He is also an Iraqi Fulbright Visiting Scholar with a TEFL certificate awarded by the University of Arkansas, USA. He has taught different EFL-related courses such as the four language skills. His research interests focus on vocabulary learning, authentic reading materials, writing performance, and speaking motivation.


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