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Writing Self-efficacy and Writing Strategies of Non-English Major Students

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DOI: 10.23977/appep.2023.040903 | Downloads: 36 | Views: 445

Author(s)

Gangling Chen 1

Affiliation(s)

1 The School of Foreign Language Studies, Anhui Xinhua University, Hefei, Anhui, China

Corresponding Author

Gangling Chen

ABSTRACT

With 394 college students as subjects, this study used t test, correlation analysis and ANOVA to explore the relationship between self-efficacy and English writing strategies of non-English major college students of different genders and majors. The conclusions are as follows: (1) Non-English major students with high self-efficacy in English writing have a higher level of writing strategies than those with low self-efficacy in English writing, and there is a significant moderate positive correlation between self-efficacy and English writing strategies. (2) Gender and professional differences in English writing strategies are as follows: female college students have significantly higher self-efficacy and English writing strategies than male college students. The use of English writing strategies by liberal arts students is significantly higher than that of science students. There is no significant difference in English writing efficacy among students of different majors. The interaction between gender and major was not significant.

KEYWORDS

Writing Self-efficacy, Writing Strategies, Non-English Major Students

CITE THIS PAPER

Gangling Chen, Writing Self-efficacy and Writing Strategies of Non-English Major Students. Applied & Educational Psychology (2023) Vol. 4: 15-22. DOI: http://dx.doi.org/10.23977/appep.2023.040903.

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