Examining the Influence of Writing Anxiety and Writing Efficacy to English Writing Skills among Senior High School Students: Basis for a Writing Intervention Program: Basis for a Writing Intervention Program
Filipinos are globally known for their excellent use of English due to its rooted bilingualism. However, Filipino students often encounter challenges in developing their writing skills in English, and factors such as high writing expectations, reluctance to use English, and inadequate writing practi...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Estadual de Alagoas (UNEAL) |
| Repositorio: | Diversitas Journal |
| Idioma: | inglés |
| OAI Identifier: | oai:ojs.diversitasjournal.com.br:article/3262 |
| Acceso en línea: | https://diversitasjournal.com.br/diversitas_journal/article/view/3262 |
| Access Level: | acceso abierto |
| Palabra clave: | Writing Anxiety Writing Efficacy English Writing Skills Senior High School Students Ansiedade de escrita Eficácia da Escrita Habilidades de Escrita em Inglês Alunos do Ensino Médio |
| Sumario: | Filipinos are globally known for their excellent use of English due to its rooted bilingualism. However, Filipino students often encounter challenges in developing their writing skills in English, and factors such as high writing expectations, reluctance to use English, and inadequate writing practice pose a significant influence. Hence, this study sought to determine the level of Writing Anxiety, Writing Efficacy, and English Writing Skills (EWS) among 365 Senior High School respondents from a Private Institution in the Philippines. At the same time, this study also uncovered the influence of Writing Anxiety and Efficacy towards EWS using a Correlational Research Design. Data Gathered from adapted questionnaires were processed and computed using Median, Interquartile Range, and Ordinal Regression Analysis through Jamovi Software. Results show that SHS students have a moderate level of Writing Anxiety, Writing Efficacy, and EWS (all with a Median of 3). The regression analysis revealed the influence of writing anxiety on EWS with a 0.650 P-value (>0.05) and an estimate of -0.0467, which denotes an absence of a relationship between the variables. Subsequently, the influence of Writing Efficacy on EWS is statistically significant, with a <0.001 P-value (<0.05) and an estimate of 1.9559, which implied a significant relationship. Hence, Writing Anxiety suggests that its presence among learners does not hinder writing performance while Writing Efficacy emerged as a critical determinant of writing proficiency. Based on these pertinent results, interventions that enhance writing efficacy are highly recommended. These programs may include structured feedback formulation, goal-setting strategies, and confidence-building exercises aligned with writing activities. |
|---|