UNDERSTANDING THE FACTORS AFFECTING THE WRITING ACHIEVEMENT OF LIBYAN EFL STUDENTS

Abstract

Several psychological characteristics, notably self-efficacy, apprehension, and writing motivation, are believed to be associated with the influence of shaping an individual's ability to write. Additionally, there has been a scarcity of research into the relationship between writing self-efficacy, apprehension, and motivation in the environment of EFL Libyan students, as well as the influence of those affective characteristics on writing achievement. As a consequence, the primary objective of this study was to respond to the stated needs in the relevant literature, which was largely focused on the relationship between affective factors and student writing achievement. As a result, the current study evaluated the relationship between writing self efficacy, motivation and writing apprehension among Libyan EFL university students classified by gender, as well as the influence of these elements on the student's overall writing achievement. Moreover, gender differences in writing self efficacy were investigated as well. The study included 51 Libyan EFL students and employed a correlation research design as well as a data gathering approach that included three questionnaires in addition to the final writing course results. SPSS statistical software was used to get insights into the results. According to the study, the three emotional components connected positively with one another. More importantly, motivation appeared to be the most influential aspect of writing achievement. Furthermore, no gender variations in self-efficacy were observed. The study concluded by emphasizing the significance of investigating these elements and their critical impact on students' writing achievements. Additional ramifications were offered to both educators and policymakers.