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Building Writing Self-Efficacy in English Language Learners through Interactive Writing

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Title: Building Writing Self-Efficacy in English Language Learners through Interactive Writing
Language: English
Authors: Mohaddese Sadat Zamani, Mostafa Morady Moghaddam
Source: Australian Journal of Applied Linguistics. 2025 8(5).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: English Learners, English (Second Language), Second Language Instruction, Writing Instruction, Writing (Composition), Student Attitudes, Self Efficacy, Collaborative Writing, Writing Ability, Self Esteem, Instructional Effectiveness, Foreign Countries
Geographic Terms: Iran
ISSN: 2209-0959
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482620
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1482620
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  Data: Building Writing Self-Efficacy in English Language Learners through Interactive Writing
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  Data: <searchLink fieldCode="AR" term="%22Mohaddese+Sadat+Zamani%22">Mohaddese Sadat Zamani</searchLink><br /><searchLink fieldCode="AR" term="%22Mostafa+Morady+Moghaddam%22">Mostafa Morady Moghaddam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2025 8(5).
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Ability%22">Writing Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 2209-0959
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  Data: 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.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Writing Ability
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Iran
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    Titles:
      – TitleFull: Building Writing Self-Efficacy in English Language Learners through Interactive Writing
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            NameFull: Mohaddese Sadat Zamani
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            NameFull: Mostafa Morady Moghaddam
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              M: 01
              Type: published
              Y: 2025
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              Value: 2209-0959
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              Value: 8
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              Value: 5
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            – TitleFull: Australian Journal of Applied Linguistics
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