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All Journal Indonesian Review of English Education, Linguistics, and Literature
Siti Liya Muflihah
Universitas Islam Negeri Syarif Hidayatullah Jakarta, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Vocabulary Knowledge and Self-Efficacy in EFL Students’ Descriptive Writing Performance: A Correlational Study Siti Liya Muflihah; Putri Alfiana Amalia; Alek Alek; Gelar Dwirahayu; Ismalianing Eviyuliwati
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 4 No. 2 (2026): October 2026, Indonesian Review of English Education, Linguistics and Literatur
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v4i2.9368

Abstract

Writing performance in English as a Foreign Language (EFL) involves both linguistic resources and learners’ beliefs about their writing ability. This study examines the relationships among vocabulary knowledge, self-efficacy, and descriptive writing performance among Indonesian EFL learners. The study used a quantitative correlational design with 20 eleventh-grade students from an Islamic boarding school in Pandeglang, Banten, selected through purposive sampling. The study collected data through a vocabulary knowledge test, a self-efficacy questionnaire, and a descriptive writing task. Descriptive statistics and Spearman’s rank-order correlation were used for data analysis. Vocabulary knowledge was strongly and positively associated with writing performance (rho = .714, p < .001). In contrast, self-efficacy showed a very weak and non-significant association with writing performance (rho = .055, p = .816). Vocabulary knowledge and self-efficacy were also not significantly related (rho = .297, p = .204). The findings indicate that vocabulary knowledge was the strongest correlate of descriptive writing performance in this sample, while the relationship involving self-efficacy was not detectable. These non-significant findings should be interpreted with caution, as the sample was small and self-efficacy scores showed limited variation. The study suggests that EFL writing instruction should give sustained attention to vocabulary development while continuing to support students in developing realistic perceptions of their writing abilities.
Co-Authors Alek Alek Gelar Dwirahayu Ismalianing Eviyuliwati Putri Alfiana Amalia