the relationship of iranian efl learners’ beliefs about writing with their l2 writing selfefficacy and performance

This paper discusses the relationship between iranian efl learners’ beliefs about writing with their l2 writing self-efficacy and performance. the participants of this study were 70 female and male iranian undergraduate learners ranging in age from 20 to 35. among three dimensions of beliefs about writing, recursive, audience orientation and transmission belief, recursive orientation and transmission beliefs had positive significant correlations with learners’ writing performance. this means that those who consider writing as a process but not a product as well as those who regard writing as a means for reporting what authorities think are more successful writers than others. the results showed that beliefs about writing correlate with students’ writing performance. in this study, it was found that no statistically significant relationship between audience orientation belief and learners’ writing performance. in other words, iranian efl learners do not pay attention to the needs of their readers. moreover, there was significant relationship between learners’ beliefs about writing and their l2 writing self-efficacy. also self-efficacy was shown to have a major impact on the students’ performance in this research. the results help teachers to predict influential effects of students’ beliefs on their l2 writing performance.

ارتباط بین باورهای فراگیران زبان انگلیسی در مورد مهارت نوشتن و خود کارامدی و عملکردشان در زبان دوم

این تحقیق ارتباط بین باورهای فراگیران زبان انگلیسی در مورد مهارت نوشتن و خود کارآمدی و عملکردشان در زبان دوم را بررسی می کند. در این تحقیق هفتاد نفر از دانشجویان ترم آخر رشته زبان انگلیسی شرکت داشتند. از نرم افزار SPSS جهت بررسی داده ها استفاده گردیده است. با استفاده از این نرم افزار رابطه بین باورهای زبان آموزان در مورد مهارت نوشتن و خود کارآمدی و عملکردشان در زبان دوم مشخص گردید. در این آزمایش زبان آموزانی که اعتقاد به ویرایش و بازنویسی در نوشتار داشتند نمره بالاتری گرفتند و همچنین زبان آموزانی که خود کارآمدی آنها بالاتر بود نمره بالاتری در نوشتار داشتند. نتایج این تحقیق نشان داد که نوع باورهای فراگیران زبان انگلیسی در مورد مهارت نوشتن رابطه مستقیمی با خود کار آمدی آنها و همچنین عملکردشان در زبان دوم دارد.