The Relationship between Writing Self-efficacy Beliefs and Final Examination Scores in a Writing Course Among a Group of Arab EFL Trainee-teachers

Abstract

This correlational study focused on research questions regarding (a) EFL trainee-teachers' perceptions about their own writing, (b) the possible relationship between trainee-teachers' perceived self-efficacy in writing and their achievement in a writing course, (c) the relationship between class attendance and final examination scores in a writing course, and (d) the relationship between trainee-teachers' final examination scores in writing and their GPA. The participants were forty-four female EFL trainee-teachers at Sohar University in Oman during the academic year 2009/2010. For collecting the data, four measures were used: namely, the Writer Self-Perception Scale (WSPS), the final examination scores in a writing course, attendance records and General Point Average (GPA). The results show that there is no significant relationship between the subjects' self-efficacy beliefs about themselves as writers and their performance in a writing course. Moreover, results show that students who are absent fewer times from Advanced Writing 1, scored higher final examination marks for the course. Results also indicate that students who have higher GPA scores achieve higher final examination marks for Advanced Writing 1.