EFL Learners' Writing Self-efficacy and Relationship with Metacognitive Strategies

摘要

The present study investigated EFL learners writing self-efficacy and their metacognition. 97 English major students from a university were selected as participants. Two questionnaires assessing learners' self-efficacy and metacognitive strategies were administered. The study found that high achieving students had high self-efficacy level and high metacognition, while low achieving students had low self-efficacy and low metacognition. Besides, self-efficacy and metacognition are significantly positive correlated. This study has theoretical as well as pedagogical implications. EFL teachers should enhance learners' self-efficacy and train their metacognitive strategies so as to improve their writing achievements.