Effect of English Writing Anxiety and Self-efficacy on English Writing Performance with Moderating Role of English Writing Achievement Motivation: Evidence from Pakistani ESL learners

Kiran  Shehzadi; Bushra  Shoukat; Ali Ahmad  Kharal

doi:10.47067/jlcc.v3i4.79

Authors

Kiran Shehzadi
Bushra Shoukat
Ali Ahmad Kharal

DOI:

https://doi.org/10.47067/jlcc.v3i4.79

Keywords:

English writing anxiety, English writing self-efficacy, English writing performance, English writing achievement motivation

Abstract

English is the third most widely used language worldwide, and high English writing performance is needed to survive international communication matters, especially for the countries where English is used as a second language, like in Pakistan. Thus, the present study aims to examine the impact of English writing anxiety and English writing self-efficacy on English writing performance with the moderating role of English writing achievement motivation of English as a foreign language (EFL) and English as a second language (ESL) learners in Pakistan. The quantitative method of data collection has been adopted by the study and collected data by using questionnaires, and smart-PLS has been executed for analysis purpose. The results revealed that English writing anxiety and English writing self-efficacy positively correlate with English writing performance. The outcomes also exposed that English writing achievement motivation positively moderates among the nexus of English writing self-efficacy and English writing performance. These outcomes provide the guidelines to the regulators that they should enhance their focus on the English writing anxiety and English writing self-efficacy that could increase the English writing performance.

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