10.57647/jals.2025.0501.04

A Mixed-methods Approach to Investigating Self-efficacy and Motivation Strategies: a Case of Writing Accuracy and Fluency

PDF
  • Fatemeh Ghanbarbeheshti1,
  • Omid Pourkalhor*2,
  • Atefeh Nasrollahi Mouziraji3,
  1. Department of English Language and Literature, Am.C., Islamic Azad University, Amol, Iran
  2. 2Department of English Language, To.C., Islamic Azad University, Tonekabon, Iran.
  3. 3 Department of English Language and Literature, Am.C., Islamic Azad University, Amol, Iran

Received: 2025-05-01

Revised: 2025-06-28

Accepted: 2025-07-20

Published in Issue 2025-09-30

Copyright (c) 2025 Fatemeh Ghanbarbeheshti, Omid Pourkalhor, Atefeh Nasrollahi Mouziraji (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Ghanbarbeheshti, F., Pourkalhor, O., & Nasrollahi Mouziraji, A. . (2025). A Mixed-methods Approach to Investigating Self-efficacy and Motivation Strategies: a Case of Writing Accuracy and Fluency. Journal of Applied Linguistics Studies, 5(1). https://doi.org/10.57647/jals.2025.0501.04
Crossref
Scopus
Google Scholar
Europe PMC

PDF views: 205

Abstract

Learners’ writing development involves various psychological factors that may influence their performance. Among these contributing factors, self-efficacy and motivation strategies as two distinct constructs have been investigated in this research. To this end, 75 upper-intermediate EFL learners from a university in Rasht participated in this study. Employing an explanatory sequential mixed-methods design, quantitative data were collected via pretest-posttests with writing assessments, validated self-efficacy (Gaumer-Erickson et al., 2018) and motivation (Bai et al., 2022) questionnaires from 75 purposively sampled learners randomly assigned to control (n=25), self-efficacy strategy (n=25), or motivation strategy (n=25) groups. Qualitative data were gathered through criterion-based sampling of 11 domain experts (saturation at Interview 9). Analysis techniques included ANCOVA, correlations, and thematic analysis. The results of the analyses revealed that there was a significant positive relationship between self-efficacy strategies and both writing accuracy and fluency. The results also indicated that motivation strategies were significantly positively correlated with learners’ writing accuracy and fluency. In fact, both self-efficacy and motivation strategies demonstrated substantial synergistic effects on writing outcomes according to qualitative findings. These findings showed that integrated self-efficacy and motivation strategies can effectively enhance writing performance among EFL learners. The pedagogical implications and suggestions for further studies were also highlighted.

Keywords

  • Error Correction;,
  • Higher Self-Efficacy,
  • Motivation,
  • Self-Efficacy,
  • Writing Accuracy And Fluency
PDF

References

  1. Alderman, M. K. (2008). Motivation for achievement: Possibilities for Teaching and Learning. Taylor & Francis US.
  2. Allan, D. (2004). Oxford placement tests 1: Marking kit. OUP Oxford.
  3. Aladini, A., Ismail, S. M., Khasawneh, M. a. S., & Shakibaei, G. (2024). Self-directed writing development across computer/AI-based tasks: Unraveling the traces on L2 writing outcomes, growth mindfulness, and grammatical knowledge. Computers in Human Behavior Reports, 17, 100566. https://doi.org/10.1016/j.chbr.2024.100566
  4. Atai, M. R., & Alanagh, A. Z. (2017). Task condition and EFL learners’ individual differences: the mediation of tolerance of ambiguity and self-efficacy. Journal of Teaching Language Skills, 35(4), 71–102. https://doi.org/10.22099/jtls.2017.3973
  5. Bai, B., Guo, W., & Wang, C. (2022). Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools. Applied Linguistics Review, 15(1), 135–159. https://doi.org/10.1515/applirev-2020-0131
  6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  7. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
  8. Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38(1), 92–113. https://doi.org/10.1016/0749-5978(86)90028-2
  9. Bezbaruah, R. (2025). Effective Writing and Style: An Introduction. Chyren Publication.
  10. Boscolo, P., & Hidi, S. (2006). The multiple meanings of motivation to write. In Brill eBooks, Writing and motivation (pp. 1–14). https://doi.org/10.1163/9781849508216_002
  11. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2012). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692
  12. Chen, J., & Zhang, L. J. (2019). Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing. Assessing Writing, 40, 27–41. https://doi.org/10.1016/j.asw.2019.03.002
  13. Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
  14. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage.
  15. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  16. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346. https://doi.org/10.1080/00461520.1991.9653137
  17. Deng, Y., & Liu, H. (2025). To overcome test anxiety in on-line assessment: Unpacking the mediator roles of techno competencies, teacher support, self-efficacy, and autonomy. BMC Psychology, 13(1), 192. https://doi.org/10.1186/s40359-025-02545-y
  18. Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self-efficacy. The Asia-Pacific Education Researcher, 33(4), 759–769. https://doi.org/10.1007/s40299-023-00745-x
  19. Dong, L., Mohammed, S. J., Ibrahim, K. a. A., & Rezai, A. (2022). Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.899557
  20. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365. https://doi.org/10.2307/356600
  21. Gaumer Erickson, A. S., Soukup, J. H., Noonan, P. M., & McGurn, L. (2018). Assertiveness formative questionnaire. In P. M. Noonan & A. S. G. Erickson (Eds.), The skills that matter: Teaching interpersonal and intrapersonal competencies in any classroom (pp. 181–182). Corwin.
  22. Ghelichli, Y., Seyyedrezaei, S. H., Barani, G., & Mazandarani, O. (2020). The mediating role of self-regulation between student engagement and motivation among Iranian EFL learners: A structural equation modeling approach. Journal of Modern Research in English Language Studies. https://doi.org/10.30479/jmrels.2020.13689.1679
  23. Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L. D., Furgeson, J., Greene, K., Kim, J. S., Lyskawa, J., Olson, C. B., & Wulsin, C. S. (2016). Teaching Secondary Students to Write Effectively. Educator’s Practice Guide. What Works Clearinghouse.TM NCEE 2017-4002. What Works Clearinghouse. https://files.eric.ed.gov/fulltext/ED569984.pdf
  24. Graham, S., Cao, Y., Kim, Y. G., Lee, J., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., & Olson, C. B. (2024). Effective writing instruction for students in grades 6 to 12: A best evidence meta-analysis. Reading and Writing. https://doi.org/10.1007/s11145-024-10539-2
  25. Graham, S., & Harris, K. R. (2009). Evidence-based writing practices: Drawing recommendations from multiple sources. In British Psychological Society eBooks. https://doi.org/10.1348/000709909x421928
  26. Graham, S., & Harris, K. R. (2019). Evidence-based practices in writing. In S. Graham, C. MacArthur, & M. Hebert (Eds.), Best practices in writing instruction (pp. 3–28). New York: The Guilford Press.
  27. Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445
  28. Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703–1743. https://doi.org/10.1007/s11145-014-9517-0
  29. Graves, D. H. (1984). A researcher learns to write: Selected Articles and Monographs. Heinemann Educational Publishers.
  30. Harris, K. R. (2008). Powerful writing strategies for all students. Brookes Publishing Company.
  31. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  32. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 3–30). Hillsdale, NJ: Lawrence Erlbaum.
  33. Hochman, J. C., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. John Wiley & Sons.
  34. Hwang, S. (2025). Unpacking the impact of writing feedback perception on self-regulated writing ability: The role of writing self-efficacy and self-regulated learning Strategies. Behavioral Sciences, 15(2), 100. https://doi.org/10.3390/bs15020100
  35. Kellogg, R. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1–26. https://doi.org/10.17239/jowr-2008.01.01.1
  36. Kim, Y. (2022). Effects of task complexity on EFL learners’ writing behaviors and performance. English Teaching, 77(4), 49–69. https://doi.org/10.15858/engtea.77.4.202212.49
  37. Kormos, J., & Dörnyei, Z. (2004). The interaction of linguistic and motivational variables in second language task performance. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 9(2). https://doaj.org/article/cdaeda6cd1424d048af390b44f53b933
  38. Kyndt, E., Donche, V., Coertjens, L., Van Daal, T., Gijbels, D., & Van Petegem, P. (2018). Does self-efficacy contribute to the development of students’ motivation across the transition from secondary to higher education? European Journal of Psychology of Education, 34(2), 457–478. https://doi.org/10.1007/s10212-018-0389-6
  39. Ling, G., Elliot, N., Burstein, J. C., McCaffrey, D. F., MacArthur, C. A., & Holtzman, S. (2021). Writing motivation: A validation study of self-judgment and performance. Assessing Writing, 48, 100509. https://doi.org/10.1016/j.asw.2020.100509
  40. Maddux, J. E., & Stanley, M. A. (1986). Self-efficacy theory in contemporary psychology: An overview. Journal of Social and Clinical Psychology, 4(3), 249–255. https://doi.org/10.1521/jscp.1986.4.3.249
  41. McCarthy, P., Meier, S., & Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 36(4), 465. https://doi.org/10.2307/357865
  42. McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40–49.
  43. Mitchell, K. M., Zumbrunn, S., Berry, D. N., & Demczuk, L. (2023). Writing self-efficacy in postsecondary students: A scoping review. Educational Psychology Review, 35(3). https://doi.org/10.1007/s10648-023-09798-2
  44. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30
  45. Myhill, D., Cremin, T., & Oliver, L. (2023). The impact of a changed writing environment on students’ motivation to write. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1212940
  46. Nasri, M., Shafiee, S., & Sepehri, M. (2021). An investigation of Iranian intermediate EFL learners’ L2 motivation and attitude in a computer-assisted language learning environment. Issues in Language Teaching, 10(1), 355–389. https://doi.org/10.22054/ilt.2021.62359.614
  47. Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching (3rd ed.). Pearson Prentice Hall.
  48. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222
  49. Pajares, F., & Johnson, M. J. (1998). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33(2), 163–175. https://doi.org/10.1002/(sici)1520-6807(199604)33:2
  50. Pishghadam, R., Derakhshan, A., Jajarmi, H., Farani, S. T., & Shayesteh, S. (2021). Examining the role of teachers’ stroking behaviors in EFL learners’ active/passive motivation and teacher success. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.707314
  51. Qin, L., & Zhang, L. J. (2019). English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments. Journal of Writing Research, 11(2), 393–413. https://doi.org/10.17239/jowr-2019.11.02.06
  52. Rashid, Z. F., Ghonsooly, B., & Ghanizadeh, A. (2023). Examining merits and demerits of master’s virtual programs of English from students’ perspectives in light of motivation and self-efficacy. Journal of Contemporary Language Research, 2(2), 99–108. https://doi.org/10.58803/jclr.v2i2.25
  53. Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research & Evaluation, 11(10), 1–13. https://doi.org/10.7275/9wph-vv65
  54. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68
  55. Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers. Journal of Educational Psychology, 97(1), 43–54. https://doi.org/10.1037/0022-0663.97.1.43
  56. Sari, E., & Han, T. (2024). The impact of automated writing evaluation on English as a foreign language learners’ writing self‐efficacy, self‐regulation, anxiety, and performance. Journal of Computer Assisted Learning, 40(5), 2065–2080. https://doi.org/10.1111/jcal.13004
  57. Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159–172. https://doi.org/10.1080/10573560308219
  58. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. Prentice Hall.
  59. Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18(3), 337–354. https://doi.org/10.1006/ceps.1993.1024
  60. Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195–208. https://doi.org/10.1207/s15326985ep3204_1
  61. Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
  62. Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81(1), 91–100. https://doi.org/10.1037/0022-0663.81.1.91
  63. Shen, B., & Bai, B. (2022). Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major. Applied Linguistics Review, 15(1), 161–188. https://doi.org/10.1515/applirev-2020-0103
  64. Shirian Dastjerdi, Z., Jawad Abdulridha, H., & Dehghanpour, B. (2024). An investigation of writing anxiety among freshmen university students in an EFL context. Journal of Applied Linguistics Studies, 1(1), 158. https://doi.org/10.71664/jals.2024.2302-1071
  65. Stephen, J. S. (2024). Skills and strategies for effective writing. In Springer texts in education (pp. 125–142). https://doi.org/10.1007/978-3-031-54439-2_9
  66. Tabari, M. A., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34(4), 1533–1555. https://doi.org/10.1111/ijal.12582
  67. Tao, Y., & Yu, J. (2024). Cultural threads in writing mastery: A structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01572-5
  68. Teng, F. (2019). A comparison of text structure and self-regulated strategy instruction for elementary school students’ writing. English Teaching Practice & Critique, 18(3), 281–297. https://doi.org/10.1108/etpc-07-2018-0070
  69. Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, 100645. https://doi.org/10.1016/j.asw.2022.100645
  70. Teng, M. F., Qin, C., & Wang, C. (2021). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167–190. https://doi.org/10.1007/s11409-021-09278-4
  71. Teng, M. F., & Wang, C. (2022). Assessing academic writing self‐efficacy belief and writing performance in a foreign language context. Foreign Language Annals, 56(1), 144–169. https://doi.org/10.1111/flan.12638
  72. Tsao, J. (2021). Effects of EFL learners’ L2 writing self-efficacy on engagement with written corrective feedback. The Asia-Pacific Education Researcher, 30(6), 575–584. https://doi.org/10.1007/s40299-021-00591-9
  73. Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1249991
  74. Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265–310. https://doi.org/10.1016/0273-2297(92)90011-p
  75. Woottipong, K. (2020). Investigation into Thai high school learners’ self-regulated learning skills, self-efficacy and writing performance. Research in Pedagogy, 10(1), 32–49. https://doi.org/10.5937/istrped2001032w
  76. Xu, J. (2021). Chinese university students’ L2 writing feedback orientation and self-regulated learning writing strategies in online teaching during COVID-19. The Asia-Pacific Education Researcher, 30(6), 563–574. https://doi.org/10.1007/s40299-021-00586-6
  77. Xu, T. S., Zhang, L. J., & Gaffney, J. S. (2021). Examining the relative effects of task complexity and cognitive demands on students’ writing in a second language. Studies in Second Language Acquisition, 44(2), 483–506. https://doi.org/10.1017/s0272263121000310
  78. Zhao, D. (2024). The impact of AI-enhanced natural language processing tools on writing proficiency: An analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 30(6), 8055–8086. https://doi.org/10.1007/s10639-024-13145-5
  79. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
  80. Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73–101. https://doi.org/10.1006/ceps.1997.0919
  81. Zumbrunn, S., Broda, M., Varier, D., & Conklin, S. (2019). Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school. British Journal of Educational Psychology, 90(3), 580–603. https://doi.org/10.1111/bjep.12315