What is it about?

Prior studies have affirmed that self-efficacy and achievement motivation could enhance writing performance, whereas anxiety may hinder writing achievement. This study aims to examine individual differences in Iraqi EFL learners’ writing anxiety, writing self-efficacy, and writing achievement motivation in the Iraqi EFL context.

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Why is it important?

The findings of this study discovered that the higher the writing anxiety level, the poorer the writing performance, whereas the higher the writing self-efficacy and writing achievement motivation level, the better the writing performance. The findings also indicated that both writing self-efficacy and writing anxiety, and writing anxiety and writing achievement motivation were negatively correlated, whereas writing self-efficacy and writing achievement motivation were significantly and positively correlated.


Writing such research paper provided a great enjoyment because it includes co-authors with whom I have had long standing collaborations. This article highly leads Iraqi in particular and EFL learners generally to be aware of the factors such as writing anxiety, writing self-efficacy and writing achievement motivation which greatly influence the EFL undergraduates’ writing ability.


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This page is a summary of: The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners, SAGE Open, July 2019, SAGE Publications,
DOI: 10.1177/2158244019894289.
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