Thai novice researchers' self-efficacy, writing difficulties, and awareness of academic rigor

This study delves into Thai undergraduate students' research self-efficacy, prevalent challenges, and awareness of issues when writing research papers. A mixed-method approach was employed, surveying 83 third-year English majors through a validated questionnaire and analyzing 22 students' research papers. Quantitative findings revealed elevated self-efficacy levels, particularly in conducting database searches and formulating research questions, yet a notable lack of confidence emerged in writing literature reviews, with significant differences observed. Qualitative analysis identified four prominent themes: inadequacies in confidence and skills, a perception of average abilities with recognition of the need for improvement, challenges inherent in the research process, and the influence of previous experience on self-efficacy. Students reported substantial difficulties in methodology, results presentation, critical analysis, and citation practices, which compromised the academic rigor of their papers. Although an awareness of these issues was evident, many students struggled to effectively address them, particularly regarding topic selection and literature review synthesis. Findings accentuate the necessity for targeted educational interventions aimed at enhancing self-efficacy and refining writing competencies within research contexts, ultimately fostering academic success in higher education.