| Summary: | This case study aims to understand how writing self-efficacy level contributes to the development of
learners’ writing skills. The participants of this study consist of three form four learners and their English
teacher. Here, teacher’s assistance would act as the mechanism to develop the learners’ writing self-efficacy. In
order to gather information on teacher’s assistance, learners’ writing skills and writing self-efficacy, various
types of data were collected: observation, questionnaire and interview. Though this research on self-efficacy
and writing is not a new area in educational research, the findings still can be the added to the existing body of
knowledge. Based on the finding derived from this study, two theoretical implications are discussed in this
paper. The first part of theoretical implication centred on the reciprocal relationship of cognitive and
behavioural engagement. Then the second part discussed the inclusion of teacher’s assistance component to the
self-efficacy framework. Both of these implications had become the additional components to the existing
framework which was proposed by Linnenbrink and Pintrich (2003).
|
|---|