L2 WRITING ANXIETY AND TEACHER’S COMMUNICATION BEHAVIOR AS PREDICTORS OF RESEARCH SELF-EFFICACY OF STUDENTS

The purpose of this study was to determine whether second language writing anxiety and teacher’ communication behavior significantly predict students’ research self-efficacy. working group for the present study, in which quantitative descriptive-predictive design employed, included 187 students enrolled Research 1 2 subjects at UM Digos College. participants answered adapted standard questionnaires quantify dimension/s Second Language Writing Anxiety Teacher’s Communication Behavior predict/s gathered data were interpreted using mean determining central tendency Pearson-r. Regression analysis used value self-efficacy based on teachers’ behavior. results revealed that level L2 is moderate. Likewise, teacher’s as high also high. result shows there no significant relationship between but indicators posed a with while resulted self-efficacy, two TCB RSE. findings corroborated four domains SLWA TCB, are cognitive, somatic, challenging, encouragement praise; obtained suggest look ways enhance their confidence performing tasks related papers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0020/a.php" alt="Hit counter" /></p>