The influence of gender and self-efficacy on the English writing ability of Indonesian students

Abstract

This study investigates the impact of gender and self-efficacy on the English writing proficiency of Indonesian students in the field of applied linguistics. The study aims to explore the potential differences in writing abilities between male and female students and how their self-perceived capabilities affect their writing performance. To achieve these objectives, a mixed-methods research design was employed, combining quantitative measures and qualitative data. A sample of Indonesian students from various educational institutions was selected for the study, and their writing abilities were assessed through standardized writing tests. Additionally, self-efficacy questionnaires were administered to gauge students' beliefs in their writing capabilities. The quantitative analysis revealed noteworthy differences in writing performance based on gender and varying levels of self-efficacy. Furthermore, the qualitative findings provided insights into the factors influencing students' self-efficacy beliefs and their perceptions of writing as a skill. The implications of the study shed light on the importance of addressing individual differences and self-perceptions in language learning contexts. Understanding the influence of gender and self-efficacy on English writing abilities can guide educators in tailoring instructional approaches to enhance students' writing skills effectively. The article concludes with recommendations for future research and pedagogical practices that can contribute to more inclusive and effective language learning environments for Indonesian students.