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 |
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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: | |
Depositing User: | Dr Sian Etherington |
Date Deposited: | 11 Jan 2019 15:00 |
Last Modified: | 06 Jan 2020 13:15 |
URI: | http://usir.salford.ac.uk/id/eprint/49711 |
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