Self-efficacy for Self-regulation of Academic Writing in a class of B2 EFL Undergraduates

This paper aimed to identify the most common mistakes that a class of fifth-semester undergraduates with an EFL B2 level of proficiency shows in their academic writing performance and the influence of self-efficacy for self-regulation. This research identified the academic writing problems of the students through a test based on TOEIC protocols and Cooper's Classification of Writing Rating Scale. Self-efficacy for self-regulation of academic writing was measured using Golombek, Kilngieck, and Scharlau's scale. The pre-test scores revealed that the students struggle in every aspect of their academic writing, especially in grammatical range and accuracy, where their performance stood below less than adequate for B2 level standards. Finally, Pearson Correlational Analysis showed a direct moderate significant relationship between self-efficacy for self-reflection and writing performance.