1. Understanding Writing Bangladeshi women Self-Efficacy
Perceived Nutritional Status, Perceived Dietary Self-Efficacy
and Dietary Behavior among pregnant
of Thai EFL students
Rapassak Hetthong
Assoc. Prof. Adisa Teo, Ph.D.
Teaching English as an International Language,
Faculty of Liberal Arts
2. Rationale of the study
• Writing is perceived among EFL learners as
a demanding and difficult language skills
(Lavelle, 2006).
• Student writers’ beliefs about their writing
ability (writing self-efficacy) influence their
writing performance (Latif, 2007).
3. Rationale of the study (2)
• Self-efficacy is claimed to be the most
consistent and reliable predictor of
student’s task performance (Bandura
1986; Bandura, 1997; Zimmerman, 2000).
5. Model of Reciprocal Determinism
In social cognitive learning theory, there are three factors which
all influence and are influenced by each other (Bandura, 1977):
1. Personal factors:
(beliefs and attitudes that affect
learning, especially in response
to environmental stimuli.)
2. Behavioral factors:
(responses one makes in a given
situation)
3. Environmental factors:
(the role of stimuli which
surround the person) Self-efficacy
6. What does self-efficacy do?
Self-efficacy
• Mastery Goals
• Commitment Self-evaluation
• Effort
• Persistence
• Resilience
Success
7. Rationale of the study (3)
• Concept of self-efficacy has been
explored and confirmed in the field of
SLA worldwide, yet only few studies
have been done in Thailand.
• Writing is the language skill that needs
a new paradigm of exploration in Thai
research context.
8. Purpose of the Study
1. To investigate sources of writing self-efficacy
among the students of with different levels of writing
performance.
2. To explore how the sources of writing self-efficacy
impact students as writers.
3. To investigate the relationship between students’
writing self-efficacy and their writing performance.
4. To validate a questionnaire for sources of writing
self-efficacy in Thai, a new instrument for examining
students’ sources of writing self-efficacy.
9. Research Questions
RQ 1: What are the sources of writing self-
efficacy of the students? Is there difference in
sources of writing self-efficacy among students
with different levels of writing performance?
RQ 2: In what way do the sources of writing
self-efficacy impact students as writers?
10. Research Questions
RQ 3: Is there a relationship between the students’
writing self-efficacy and writing performance? Based
on the score of the seven aspects in the students’
writing performance, are there any aspects
incongruent with their self-rated writing self-efficacy?
RQ 4: To what extent is the questionnaire for
sources of writing self-efficacy a valid and reliable
instrument for identifying sources of writing self-
efficacy?
11. Scope and Limitations
1. This study is limited to an investigation of writing
self-efficacy of EFL students in Thai context. Findings of
this study may or may not be applicable to learners of
English in other contexts.
2. The questionnaire used for collecting data on writing
self-efficacy is a quantitative instrument. The data can
be subjected to the respondents’ bias or experience in
judging themselves in a self-rating questionnaire.
12. Significance of the Study
1. This study functions as an additional
investigations for the self-efficacy theory in the
area of second language education.
2. English language educators in Thailand can
use the empirical data from this study as
reference to consider applying the
questionnaire for writing self-efficacy as one of
their motivational treatments.
13. Definition of Terms
1. Writing self-efficacy includes learners’ beliefs about
their judgments of their ability to write different writing
tasks and of their possession of various writing skills
(Pajares, 2003).
2. Sources of Self-efficacy (Bandura,1977, 1997) :
1) Mastery experience
2) Vicarious experience
3) Social persuasions
4) Emotional state
14. Sources of self-efficacy
1. Mastery experience
2. Vicarious experience
Self-efficacy
3. Social persuasions
4. Emotional states
15. Definition of Terms
3. Writing Performance: the students’ score in a
paragraph writing test.
4. Thai EFL students: third-year English majors at
Prince of Songkla University, Hat Yai campus in 2013.
All of them have taken academic writing courses, and
have previous exposures to English writing courses
and paragraph writings.
17. Research Methodology
1. Subjects :
54 students third-year English majors at
Prince of Songkla University, Hai Yai Campus in 2013.
(Purposive sampling technique)
2. Design:
• A cross-sectional design.
• A mixed approach between quantitative and
qualitative methods
(questionnaires and a focus group discussion)
18. Instruments
1. Questionnaire for sources of writing self-efficacy
-20 items, 6-points likert scale representing the extent to
which the statement is true of themselves:
19. Instruments
Example item and the scale in English and Thai
A . I admire people who are good writers. (item 6)
ฉันชื่นชอบคนที่เขียนภาษาอังกฤษเกง
0 = never true of me / ไมเปนจริงเลย
1 = rarely true of me /มักจะไมเปนจริง
2 = sometimes true of me/เปนจริงนาน ๆ ครั้ง
3 = often true of me/เปนจริง บอย ๆ
4 = usually true of me/มักจะเปนจริง
5 = always true of me/เปนจริงเสมอ
20. Instruments
2. Paragraph writing test and the scoring criteria
• Paragraph writing test
- A single argumentative paragraph of
150 words (with a clear instruction and a writing prompt)
• 7 Scoring criteria
1. Content of your answer
2. Organization of your ideas
3. Cohesion
4. Vocabulary
5. Grammar
6. Punctuation
7. Spelling
21. Instruments
3. Focus group discussion protocol and the consent form
• Focus group discussion protocol
3 questions for each source of writing self-efficacy
except social persuasions which has 4 questions.
• Consent Form
To give an overview and the purpose of the discussion
To make the respondents feel comfortable to share
their experiences.
22. Instruments
4. Questionnaire for writing self-efficacy
- Based on 7 writing aspects
(the 7 scoring criteria of the paragraph writing test)
1. Content of your answer (2 questions)
2. Organization of your ideas (2 questions)
3. Cohesion (2 questions)
4. Vocabulary (2 questions)
5. Grammar (2 questions)
6. Punctuation (1 question)
7. Spelling (1 question)
- Scale is from 0 to 100
- Rate their judgment about their ability to write a
paragraph
23. Procedures
1. Validation of the Questionnaire for sources of
writing self-efficacy
1.1. Construct Validity
1.2. Validity of Thai Translation
1.3. Reliability (after pilot)
2. Pilot Study
60 students from Walailak University
50 students from Prince of Songkla University, Pattani Campus
40 students from Taksin University (the paragraph writing test
is piloted with this group)
24. Sequence of Administration
1. Paragraph writing test ( 1 hour)
•Break (10 minutes)
2. Questionnaire of sources of
writing self-efficacy (15 minutes)
3. Questionnaire of writing
self-efficacy (10 minutes)
25. Data analysis
RQ1: What are the sources of writing self-efficacy of the students? Is
there difference in sources of writing self-efficacy among students with
different levels of writing performance?
Group High Medium Low
Sources Mean S.D. Mean S.D. Mean S.D.
1. Mastery ? ? ? ? ? ?
experience
2. Vicarious ? ? ? ? ? ?
experience
3. Social ? ? ? ? ? ?
persuasion
4. Emotional ? ? ? ? ? ?
State
26. Data analysis
RQ2: In what way do the sources of writing self-efficacy
impact students as writers?
Coding the data
Analysis
Synthesis
27. Data analysis
RQ2: Is there a relationship between the students’ writing self-efficacy
and writing performance?
Based on the score of the seven aspects in the students’ writing
performance, are there any aspects incongruent with their self-rated
writing self-efficacy?
