VOCABULARY Learning Strategies, Attitudes Towards Learning English Language, and Writing Self-Efficacy of Senior High School STUDENTS

Abstract

Writing self-efficacy is crucial to successfully completing writing tasks, as it motivates active engagement in learning and practicing writing skills. However, students' beliefs in their writing abilities are significantly influenced by various factors. It is important to understand and identify these factors that can facilitate improvement in writing self-efficacy. This study aims to determine the influence of vocabulary learning strategies and attitudes towards learning English on writing self-efficacy among senior high school students. Using a descriptive correlation design, the research was conducted by employing stratified sampling with grade eleven students selected from three distinct schools situated in the third district of Davao City. The researcher used adapted and validated questionnaires to gather data. The statistical tools employed included mean, standard deviation, Pearson r, and multiple linear regression analysis. The findings indicated that respondents exhibit high level of vocabulary learning strategies, a high level of attitudes towards learning English language, and a high level of writing self-efficacy. Additionally, both vocabulary learning strategies and attitudes towards learning English language were found to significantly influence the writing self-efficacy of grade 11 senior high school students.