EXAMINING THE CORRELATION BETWEEN SELF-EFFICACY AND WRITING PERFORMANCE AMONG PAKISTANI UNIVERSITY LEVEL ESL LEARNERS

Abstract

Self-efficacy is a significant predictive factor in second language writing. Although the relationship between self-efficacy and writing performance has received limited examination, particularly in Pakistan, this study aimed to explore this connection among university-level ESL learners. Drawing from Social Cognitive Theory (Bandura, 1986), the study employed a correlational design with a sample of 100 BBA students (61 males, 39 females) from Government College University Faisalabad. Self-efficacy was assessed using Prickle's (1994) validated scale, while participants wrote argumentative essays based on provided prompts. Essays were evaluated by two expert raters using IELTS writing band descriptors. Descriptive statistics indicated high self-efficacy levels (M = 13.45, SD = 1.31) alongside moderate writing performance (M = 4.15, SD = 1.07). Pearson correlation analysis revealed a very weak, non-significant negative correlation (r = -0.011, p = 0.917) between self-efficacy and writing performance. Inter-rater reliability was substantial (Kappa = .695, p = .000). These findings challenge the assumption of a positive correlation between self-efficacy and academic performance, emphasizing the importance of exploring additional factors influencing writing success among ESL learners, including cultural, educational, and psychological contexts like motivation, anxiety, and resilience.