Writing self-efficacy and linguistic diversity of first-year composition students: An exploratory study
Date
2020-12Author
Wadman-Goetsch, Ellery Glenn
Advisor
Menon, MythiliMetadata
Show full item recordAbstract
This study investigates the potential relationship between student writing self-efficacy
and marginalized linguistic identities. A total of sixty-nine first-year composition students across
two semesters responded to surveys which asked about linguistic habits and perceptions along
with writing skills self-efficacy. Results were limited by sample size, and did not find
statistically significant relationships in the data, though a tentative correlation is evident between
high writing self-efficacy and tendency to describe one’s dialect of nurture using terms
associated with standard language ideology (“normal,” “general,” etc.). All students, both basic
writers and mainstreamed writers, reported strongest average writing self-efficacy scores for
demonstrating reasoning and evidence to support a claim. Qualitative data also shows the
linguistic diversity of first-year composition students in terms of native language and nonstandardized
dialects spoken. Results and implications are discussed along with
recommendations for future research and the need for instructors to nurture the writing selfbeliefs
of all students.
Description
Thesis (M.A.)-- Wichita State University, College of Liberal Arts and Sciences, Dept. of English