EFL Epistemic Beliefs, Writing Apprehension, Writing Strategies, Writing Performance: Exploring Possible Relationships

Abstract

This study, aimed at investigating the relationship among EFL university students' epistemic beliefs, apprehension, learning strategies, and writing achievement, was conducted in one of Indonesian state universities. There were 99 EFL undergraduate students who were taking essay writing class participating in the study. The students' responses to EFL epistemic beliefs, writing apprehension, and writing strategies questionnaires are explored via partial least square. It was concluded that the contribution of epistemic beliefs and writing strategies showed positive correlations with writing achievement and writing apprehension had negatively low correlation with writing achievement. Further, practical and theoretical implications were depicted for EFL writing learning and teaching, followed by statements of limitation.