心理学
阿拉伯语
语言学
闪族语言
外语
英语作为外语
语言评估
教育学
哲学
作者
Maura Pilotti,Huda Al-Mulhem,Khadija El Alaoui,Arifi Waked
标识
DOI:10.1177/13621688241231453
摘要
Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female students (i.e. an understudied population whose first language is Arabic). Examined were dispositions such as anxiety, which was expected to be detrimental to attainment, and self-efficacy and emotional intelligence, which were expected to be beneficial. A sample of 430 Saudi female students for whom English was their second language was surveyed. Students had completed a required English composition course the previous semester. Cluster analysis illustrated three distinct groups of students. Students who did not report anxiety were either STEM or a subsection of non-STEM students. The remaining non-STEM students reported anxiety as well as lower self-efficacy, emotional intelligence, and writing attainment than the other two groups. Findings suggest that, within this particular understudied population, consideration of individual differences can inform the selection of remedies for at-risk students in English composition courses.
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