writing-self-efficacy
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- PaperAssessing Writing16 Jul 2026
Mapping the synergistic interaction of L2 learners’ writing self-efficacy and writing performance: The serial mediating effects of writing anxiety and motivation
Ali Derakhshan, Jiahao Liu
This study investigates how L2 learners' writing self-efficacy interacts with writing performance through the serial mediation of writing anxiety and motivation.
- PaperERIC — ELT & TESOL1 Jan 2025
Building Writing Self-Efficacy in English Language Learners through Interactive Writing
Mohaddese Sadat Zamani, Mostafa Morady Moghaddam
An eight-week quasi-experimental study with 60 EFL learners found that interactive writing strategies—including peer feedback, group drafting, and teacher guidance—significantly improved writing self-efficacy compared to traditional instruction. The study did not measure actual writing proficiency, limiting conclusions about skill development.
Original abstract
This study investigates the effect of interactive writing strategies on the writing self-efficacy of EFL learners. Employing a quasi-experimental design, sixty participants were assigned to an experimental group engaging in interactive, collaborative writing activities and a control group receiving traditional instruction. The intervention lasted eight weeks, during which the experimental group participated in activities involving peer feedback, group drafting, and teacher guidance designed to foster engagement and support. The Writing Self-Efficacy Questionnaire was administered prior to and following the intervention to assess changes in learners' confidence in their writing abilities. Results demonstrated a significant increase in self-efficacy levels among students who experienced interactive writing strategies compared to those in the control group. However, this study did not include direct measures of writing proficiency, limiting conclusions about skill development. These findings emphasize the importance of integrating structured, collaborative writing activities into EFL instruction to boost learners' confidence and motivation. This research offers practical implications for language teachers, suggesting that interactive approaches can create a supportive classroom environment that enhances learners' belief in their writing capabilities and encourages active engagement in the writing process.