Investigating L2 learners’ writing self-efficacy as a complex dynamic system

Almutlaq, S and Etherington, MS ORCID: https://orcid.org/0000-0002-6216-089X 2018, 'Investigating L2 learners’ writing self-efficacy as a complex dynamic system' , International Journal of English Language Education, 6 (1) , pp. 155-177.

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Abstract

There has been a growing interest in SLA in studying second language (L2) writing development and change from a complex perspective, taking into consideration the full combination of learning processes, learners and contexts of learning. Thus, the research reported here applies a Dynamic Systems Theory (DST) approach to investigate L2 writers’ sense of self-efficacy. Although self-efficacy is usually viewed as task-specific, and therefore measured in relation to specific situations, such an approach tends to lead to the production of cross-sectional research looking at one time and one context only. This study moves instead to consider L2 writing self-efficacy as a complex dynamic system that evolves in response to the environment as well as internal re-organisation. Changes in L2 learners’ writing self-efficacy were traced over a six-week period through the use of writing self-efficacy questionnaires and introspective journals. Results suggest that L2 writing self-efficacy is best perceived as a dynamic, rather than a fixed, construct, and as complex rather than one-dimensional. Students’ perception of their abilities to write is changeable, decentralised, open to influences from the environment and from other external factors, displays non-linear development and tends to settle down in attractor states.

Item Type:	Article
Schools:	Schools > School of Arts & Media > Arts, Media and Communication Research Centre
Journal or Publication Title:	International Journal of English Language Education
Publisher:	Macrothink Institute, USA
ISSN:	2325-0887
Related URLs:	Publisher
Depositing User:	Dr Sian Etherington
Date Deposited:	11 Jan 2019 15:00
Last Modified:	28 Aug 2021 14:16
URI:	http://usir.salford.ac.uk/id/eprint/49711

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