An Exploratory Study Of Gender Differences In Writing Self-efficacy Beliefs Among Third-year Undergraduate Students At M’sila University

Résumé: ABSTRACT The present study investigated the relationship between third-year undergraduate students’ English writing self-efficacy beliefs and their writing performance across genders, at Mohamed Boudiaf University of M'sila. It aimed to answer two major research questions. The first sought to explore the differences that may exist between male and female EFL undergraduate students in as far as their general self-efficacy beliefs and their English writing self-efficacy were concerned, while the second aimed to examine whether their writing self-efficacy was (positively) correlated with their writing performance. The sample of the study consisted of a random selection of fifty-two male and female learners, divided, per gender, into two groups of 26 each. The data for this study were collected from a questionnaire and a written expression test (exam scores) to explore the participants’ general and writing self-efficacy beliefs as well as their writing performance, respectively. The quantitative analysis of the findings demonstrated that while no significant differences were found between male and female students’ general self-efficacy beliefs, a relatively high level of English writing self-efficacy was observed among female participants, compared to their male peers. The results also showed that there was a significant positive correlation between the students’ writing self-efficacy and their writing performance. The most significant implication that was drawn from this study focus on the importance of enhancing EFL learners’ self-efficacy beliefs, which in turn contribute to improving their writing performance.

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