| Titre : |
Self-efficacy and students’ academic writing skills : The case of second year lmd students of english at constantine university |
| Type de document : |
texte imprimé |
| Auteurs : |
Roumaissa Boulkamah, Auteur ; Marwa Boulahia, Auteur ; H. Saadi, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine |
| Année de publication : |
2017 |
| Importance : |
101 f. |
| Format : |
30 cm. |
| Note générale : |
Une copie électronique PDF disponible en BUC. |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences foreign English SELF-EFFICACY |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present investigation focuses on the role of self-efficacy beliefs in bolstering
students' academic written production. For second year students of English as a foreign
language, mastering a high level of written production is a demanding task as it requires a lot
of effort and practice, in that context, self efficacy beliefs can be said to be reliable predictors
of effective written production, in the sense that they provide students with strength and will
to overcome the barriers they face when they write. This research applies a qualitative data
collection that is obtained through a questionnaire integrating a self-efficacy scale,
administered to 40 second year LMD students, at the Department of Foreign Languages at
University of Constantine, and another questionnaire is given to 9 teachers of written
expression with different level of teaching proficiency. The data reveal that there is a
relationship between students’ performance and their beliefs about their writing abilities,
whereabout the writing problems they identifiy in their answers appear in their performance in
the last section of the questionnaire (writing skill practice). As well, students’ problems are
confirmed by teachers’ answers in the questionnaire. At last, it is hoped that the results of this
study will be of some benefit to teachers and students in terms of fostering second year
students’ writing self-efficacy, in order to diminish writing apprehension and further develop
their academic writing skills. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4834 |
Self-efficacy and students’ academic writing skills : The case of second year lmd students of english at constantine university [texte imprimé] / Roumaissa Boulkamah, Auteur ; Marwa Boulahia, Auteur ; H. Saadi, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 101 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Language Sciences foreign English SELF-EFFICACY |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
The present investigation focuses on the role of self-efficacy beliefs in bolstering
students' academic written production. For second year students of English as a foreign
language, mastering a high level of written production is a demanding task as it requires a lot
of effort and practice, in that context, self efficacy beliefs can be said to be reliable predictors
of effective written production, in the sense that they provide students with strength and will
to overcome the barriers they face when they write. This research applies a qualitative data
collection that is obtained through a questionnaire integrating a self-efficacy scale,
administered to 40 second year LMD students, at the Department of Foreign Languages at
University of Constantine, and another questionnaire is given to 9 teachers of written
expression with different level of teaching proficiency. The data reveal that there is a
relationship between students’ performance and their beliefs about their writing abilities,
whereabout the writing problems they identifiy in their answers appear in their performance in
the last section of the questionnaire (writing skill practice). As well, students’ problems are
confirmed by teachers’ answers in the questionnaire. At last, it is hoped that the results of this
study will be of some benefit to teachers and students in terms of fostering second year
students’ writing self-efficacy, in order to diminish writing apprehension and further develop
their academic writing skills. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=4834 |
|
Self-efficacy and students’ academic writing skills
