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۱ نتیجه برای Fathali

Mohsen Shirazizadeh، Somayeh Fathali، Mahshid Kamareh،
دوره ۲۶، شماره ۲ - ( ۶-۱۴۰۲ )
چکیده

The current study explored the status quo of L۲ writing self-efficacy among Iranian English majors in light of their gender, level of education, and teaching experience.  To this end, ۱۹۳ learners who were students or graduates of English literature or translation at BA, MA and PhD levels and who ranged in age between ۱۹ to ۴۰ participated in this study. Data were collected using the Second Language Writer Self-Efficacy Scale that measures L۲ learners’ linguistic self-efficacy, course performance self-efficacy, and self-regulation efficacy. Analysis of the data revealed no significant difference between males and females in terms of L۲ writing self-efficacy. A significant difference was, however, found among all the three academic degree levels with the PhD group showing the highest level of L۲ writing self-efficacy and the BA group showing the lowest self-efficacy. We set out to also examine whether experience in teaching English influences L۲ writing efficacy. Our analyses revealed that the experienced teachers had a significantly higher L۲ writing efficacy compared to the mid-experience teachers who were, in turn, less efficacious in L۲ writing than low-experience participants. Implications of our findings for the writing courses and the what and how of writing instruction in the Iranian higher education curricula are discussed.


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Iranian Journal of Applied Linguistics
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