SELF-EFFICACY, PROBLEM-BASED LEARNING AND WRITING SKILLS
Article Sidebar
Published:
Dec 3, 2018
Keywords:
self-efficacy, problem-based learning, teaching writing, local and global aspects
Main Article Content
Abstract
The theory of self-efficacy is based on the idea of the importance of personal judgement of one’s own abilities in the realization of different goals and tasks. The paper aims to examine the influence of problem-based learning on the development of students’ self-efficacy. This paper analyzes the differences in self-evaluation of students about improving local and global aspects of writing, using problem-based learning and traditional teaching in an ESP writing course. The results show that problem-based teaching has a positive impact on student perceptions on the development of professional writing skills. The development of self-efficacy largely determines students’ behaviour in achieving the goal by triggering the action, determining the amount of effort to be invested, perseverance in dealing with obstacles, and the way in which a student reacts to failure in the learning process.
Downloads
Download data is not yet available.
Article Details
How to Cite
Martinović Barbul, I. M. (2018). SELF-EFFICACY, PROBLEM-BASED LEARNING AND WRITING SKILLS. Methodical Perspectives, 9(9), 265–281. https://doi.org/10.19090/mv.2018.9.265-281
Issue
Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
References
Bandura, A. (1986). Social foundations of thought and action: A social cognition theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. San Francisko, CA: W.H. Freeman Publishing.
Broaddus, M. B. (2012). “Students’ writing self-efficacy, motivation, and experience: Predictors in journalism education”. Pristupljeno 15.4.2018. URL: http://trace.tennessee.edu/utk_graddiss/1275
Dudley-Evans, T., & Johns, M. (1998). Developments in ESP: A multidisciplinary approach. Cambridge: Cambridge University Press.
Early, J. S., & DeCosta-Smith, M. (2011). “Making a case for college: A genre-based college admission essay intervention for underserved high school students”. Journal of Writing Research 2(3): 299–329.
Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbor, MI: University of Michigan Press.
Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Freedman, A. (1993). “Show and tell? The role of explicit teaching in the learning of new genres”. Research in the Teaching of English 27(3): 222–251.
Gieve, S. (1998). “Comments on Dwight Atkinson’s “A critical approach to critical thinking in TESOL”. TESOL Quarterly 32: 123–129.
He, T. (2005). “Effects of Mastery and Performance Goals on the Composition Strategy Use of Adult EFL Writers”. Canadian Modern Language Review 61(3): 407–431.
Hmelo-Silver, C. E. & Barrows, H. S. (2006). “Goals and strategies of a problem-based learning facilitator”. Interdisciplinary Journal of Problem-based Learning 1: 21–39.
Hmelo-Silver, C. E. (2004). “Problem-based learning: What and How Do Students Learn?”. Educational Psychology Review 16 (3): 235–266.
Loyens, S., Magda, J., & Rikers, R. (2008). “Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning”. Educational Psychology Review 20(4): 411–427.
Pajares, F., & Johnson, M. (1996). “Self-efficacy beliefs and the writing performance of entering high school students”. Psychology in the Schools 33: 163–175.
Pajares, F., & Valiante, G. (1997). “Influence of self-efficacy on elementary students’ writing”. Journal of Educational Research 90: 353–360.
Shah, P., Mahmud, W., Din, R., Yusof, A., & Pardi. K. (2011). “Self-Efficacy in the Writing of Malaysian ESL Learners”. World Applied Sciences Journal (Innovation and Pedagogy for Lifelong Learning) 15: 08–11.
Rahimpour, M., & Nariman-Jahan, R. (2010). “The influence of self-efficacy and proficiency on EFL learners' writing”. International Journal of Instructional Technology and Distance Learning 7(11): 19–32.
Rollinson, P. (2005). “Using peer feedback in the ESL writing class”. ELT Journal 59: 23–30.
Shell, D., Murphy, C., & Bruning, R. (1989). “Self-efficacy, attributions, and outcome expectancy mechanisms in reading and writing achievement”. Journal of Educational Psychology 81: 91–100.
Silva, T. (1993). “Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications”. TESOL Quarterly 27(4): 657–675.
Stepanovna, A. (2006). “O inovacionim i tradicionalnim modelima nastavnog preocesa”. Nastava i vaspitanje 2: 109–122.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Bandura, A. (1997). Self-efficacy: The exercise of control. San Francisko, CA: W.H. Freeman Publishing.
Broaddus, M. B. (2012). “Students’ writing self-efficacy, motivation, and experience: Predictors in journalism education”. Pristupljeno 15.4.2018. URL: http://trace.tennessee.edu/utk_graddiss/1275
Dudley-Evans, T., & Johns, M. (1998). Developments in ESP: A multidisciplinary approach. Cambridge: Cambridge University Press.
Early, J. S., & DeCosta-Smith, M. (2011). “Making a case for college: A genre-based college admission essay intervention for underserved high school students”. Journal of Writing Research 2(3): 299–329.
Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbor, MI: University of Michigan Press.
Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Freedman, A. (1993). “Show and tell? The role of explicit teaching in the learning of new genres”. Research in the Teaching of English 27(3): 222–251.
Gieve, S. (1998). “Comments on Dwight Atkinson’s “A critical approach to critical thinking in TESOL”. TESOL Quarterly 32: 123–129.
He, T. (2005). “Effects of Mastery and Performance Goals on the Composition Strategy Use of Adult EFL Writers”. Canadian Modern Language Review 61(3): 407–431.
Hmelo-Silver, C. E. & Barrows, H. S. (2006). “Goals and strategies of a problem-based learning facilitator”. Interdisciplinary Journal of Problem-based Learning 1: 21–39.
Hmelo-Silver, C. E. (2004). “Problem-based learning: What and How Do Students Learn?”. Educational Psychology Review 16 (3): 235–266.
Loyens, S., Magda, J., & Rikers, R. (2008). “Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning”. Educational Psychology Review 20(4): 411–427.
Pajares, F., & Johnson, M. (1996). “Self-efficacy beliefs and the writing performance of entering high school students”. Psychology in the Schools 33: 163–175.
Pajares, F., & Valiante, G. (1997). “Influence of self-efficacy on elementary students’ writing”. Journal of Educational Research 90: 353–360.
Shah, P., Mahmud, W., Din, R., Yusof, A., & Pardi. K. (2011). “Self-Efficacy in the Writing of Malaysian ESL Learners”. World Applied Sciences Journal (Innovation and Pedagogy for Lifelong Learning) 15: 08–11.
Rahimpour, M., & Nariman-Jahan, R. (2010). “The influence of self-efficacy and proficiency on EFL learners' writing”. International Journal of Instructional Technology and Distance Learning 7(11): 19–32.
Rollinson, P. (2005). “Using peer feedback in the ESL writing class”. ELT Journal 59: 23–30.
Shell, D., Murphy, C., & Bruning, R. (1989). “Self-efficacy, attributions, and outcome expectancy mechanisms in reading and writing achievement”. Journal of Educational Psychology 81: 91–100.
Silva, T. (1993). “Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications”. TESOL Quarterly 27(4): 657–675.
Stepanovna, A. (2006). “O inovacionim i tradicionalnim modelima nastavnog preocesa”. Nastava i vaspitanje 2: 109–122.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.