L2 WRITING ANXIETY AND TEACHER’S COMMUNICATION BEHAVIOR AS PREDICTORS OF RESEARCH SELF-EFFICACY OF STUDENTS

Abstract

The purpose of this study was to determine whether second language writing anxiety and teacher’ communication behavior significantly predict students’ research self-efficacy. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 187 students enrolled in Research 1 and 2 subjects at UM Digos College. The participants answered adapted standard questionnaires to quantify which dimension/s of Second Language Writing Anxiety and Teacher’s Communication Behavior significantly predict/s research self-efficacy. The gathered data were interpreted using the mean in determining the central tendency and Pearson-r. Regression analysis was used to predict the value of research self-efficacy based on the value of writing anxiety and teachers’ communication behavior. The results revealed that the level of L2 writing anxiety of students is moderate. Likewise, the level of teacher’s communication behavior was revealed as high and the level of research self-efficacy is also high. The result also shows that there is no significant relationship between L2 writing anxiety and research self-efficacy but indicators of L2 writing anxiety posed a significant relationship with research self-efficacy while teachers’ communication behavior resulted in no significant relationship to research self-efficacy, but two indicators of TCB posed a significant relationship to RSE. The findings corroborated the four domains for SLWA and TCB, which are cognitive, somatic, challenging, and encouragement and praise; significantly predict research self-efficacy. The findings obtained in this study suggest that students look for ways to enhance their confidence in performing tasks related to research papers.  Article visualizations: