Exploring the Influence of Writing Anxiety, Achievement Motivation, and Self-Efficacy on the Writing Performance of Iranian EFL Learners

Previous research has investigated various learner factors such as anxiety, self-efficacy, and achievement motivation in ESL/EFL writing contexts. Studies have demonstrated that self-efficacy and achievement motivation can enhance writing performance, while anxiety often impairs writing success. This study aims to explore the individual differences in writing anxiety, self-efficacy, and achievement motivation among Iranian EFL learners. A quantitative approach, using a correlational design, was adopted to examine these relationships. The sample consisted of ۱۰۰ undergraduate Iranian students majoring in English from two public universities in Iran. Data were collected using four instruments: three questionnaires, namely, the Second Language Writing Anxiety Inventory (SLWAI), Writer Self-Perception Scale (WSPS), Achievement Goal Questionnaire (AGQ), and one descriptive writing task. The results revealed that higher levels of writing anxiety negatively impacted writing performance, while higher levels of writing self-efficacy and achievement motivation correlated with better writing outcomes. Additionally, the study found negative correlations between writing anxiety and both self-efficacy and achievement motivation, while self-efficacy and achievement motivation were positively correlated. This study highlights the need to consider these factors in EFL writing instruction to improve the writing abilities of Iranian EFL learners.

کلیدواژه ها:

Iranian EFL learners ، writing achievement motivation ، writing anxiety ، writing self-efficacy