The Interplay Between Self-Efficacy, Writing Anxiety and Writing Complexities Among Low Proficiency Learners in Malaysia: A Systematic Literature Review

Abstract

Developing strong writing skills is crucial for English as a Second Language (ESL) learners in Malaysia. However, low-proficiency learners often face challenges, potentially linked to psychological factors like self-efficacy and writing anxiety, alongside inherent writing complexities. This systematic literature review examines these factors' influence on writing performance. The review aims to (1) systematically identify and analyze existing research on self-efficacy, writing anxiety, and writing complexities among low-proficiency ESL learners in Malaysia; (2) evaluate the methodologies employed in these studies to assess self-efficacy, writing anxiety, and writing complexities; (3) synthesize the findings to understand the relationships between these factors and their impact on writing performance; and (4) identify gaps in the current research and suggest directions for future studies. A systematic search strategy will be employed to identify relevant research articles from credible academic databases. Inclusion and exclusion criteria will be established to ensure studies meet the review's focus. Data extraction will be conducted to categorize key findings related to self-efficacy, writing anxiety, writing complexities, and their connections to writing performance. Thematic analysis will be used to synthesize the findings and identify recurring themes. This review is expected to provide a comprehensive overview of existing research on self-efficacy, writing anxiety, and writing complexities in the Malaysian ESL context; offer insights into the methodologies used to assess these factors; identify the relationships between these factors and their impact on writing performance among low proficiency learners; and highlight areas for further research to address existing knowledge gaps.