L2 Writing Anxiety, Writing Self-efficacy and Writing Motivatio

Abstract

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.