Comparing Learner's Writing Self Beliefs: High Achievers versus Low Achievers

The purpose of the present study was to compare writing high achievers and low achievers TEFL (teaching English as foreign language) learners’ writing self-beliefs. Subjects، based on their officially recorded scores on the writing course، were assigned in two 22-member groups of high and low achievers. The adapted English version of Mills’ and Péron’s (2008) questionnaire and the Foreign Language Writing Self-Beliefs Instrument which assesses writing self-efficacy in the areas of organization، expression، content and grammar as well as writing self-concept، writing anxiety، perceived value of writing، and self-efficacy for self-regulation in writing were administered to evaluate each group’s writing self beliefs. The results of the two-way ANOVAs suggested that high achievers’ writing self beliefs were significantly higher than low achievers. Implications for researchers and educators are discussed.