SELF-EFFICACY, MOTIVATION, AND ANXIETY IN ESL WRITING: A CORRELATIONAL STUDY OF MALAYSIAN B40 SECONDARY LEARNERS

Abstract

This study explores how writing self-efficacy and writing motivation shape the relationship between writing anxiety and writing performance among B40 secondary school ESL students in Malaysia. While existing research often highlights the negative impact of anxiety and the benefits of self-efficacy and motivation, little is known about how these factors interact especially in underprivileged learner populations. Using a quantitative correlational design, data were collected from 63 Form Four students through validated questionnaires and a descriptive writing task. Regression analyses revealed that writing anxiety was positively associated with writing performance, while both self-efficacy and anxiety were negatively correlated. However, neither writing self-efficacy nor motivation significantly moderated the anxiety-performance relationship. These findings challenge conventional assumptions by suggesting that, in high-stakes or resource-constrained environments, moderate anxiety may enhance performance, possibly due to increased task focus or pressure to succeed. The study underscores the need to consider contextual and psychological nuances when supporting ESL writers from disadvantaged backgrounds. Further research with larger samples and mixed methods is recommended to deepen our understanding of these complex relationships.