Research Article
EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships
@INPROCEEDINGS{10.4108/eai.23-3-2019.2284928, author={I I Rahmiati and I Emaliana and R Khoirunnisa and S B Ju and S S Adi}, title={EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships}, proceedings={First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019}, publisher={EAI}, proceedings_a={ICEL}, year={2019}, month={7}, keywords={efl writing strategies efl epistemic beliefs achievement writing anxiety}, doi={10.4108/eai.23-3-2019.2284928} }- I I Rahmiati
I Emaliana
R Khoirunnisa
S B Ju
S S Adi
Year: 2019
EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships
ICEL
EAI
DOI: 10.4108/eai.23-3-2019.2284928
Abstract
This study, aimed at investigating the relationship among EFL university students' epistemic beliefs, apprehension, learning strategies, and writing achievement, was conducted in one of Indonesian state universities. There were 99 EFL undergraduate students who were taking essay writing class participating in the study. The students' responses to EFL epistemic beliefs, writing apprehension, and writing strategies questionnaires are explored via partial least square. It was concluded that the contribution of epistemic beliefs and writing strategies showed positive correlations with writing achievement and writing apprehension had negatively low correlation with writing achievement. Further, practical and theoretical implications were depicted for EFL writing learning and teaching, followed by statements of limitation.