Exploring Levels And Correlation Of Writing Anxiety And Writing Self-Efficacy Of Indonesian EFL University Students

dr. yoppy wahyu purnomo, m.pd; silih warni, ph.d.; prof. herri mulyono, ph.d.;

This research aimed to find out the levels and correlation of writing anxiety and writing self-efficacy. An online survey method was conducted in this research. The research gathered 327 Indonesian EFL university students which consisted of 260 females and 67 males. This research administered Second Language Writing Anxiety Inventory (SLWAI) and Situated Academic Writing Self-Efficacy (SAWSES) questionnaires. This research implemented Rasch analysis to examine the internal consistency of inventories and identify the levels (e.g., low, moderate, high) of writing anixety and writing self-efficacy by using Wright Map. This research unveiled that the majority of Indonesian EFL university students had a high level of writing anxiety and a moderate level of writing self-efficacy. This research showed that the majority of Indonesian EFL university students had a highest level of cognitive anxiety than other anxiety types (i.e. somatic anxiety and avoidance behaviour). This research showed that the majority of Indonesian EFL university students felt more efficacious in writing essential than other writing self-efficacy aspects (i.e. creative identity, relational reflective writing, and technology use to support writing and writing creativity). This research implemented Spearman Rank test to determine correlation of writing anxiety and writing self-efficacy. The coefficient score was -0,197 which meant there was negative and low correlation of writing anxiety and writing self-efficacy.