Dataset Information

Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

ABSTRACT: Research has indicated the integral role of self-efficacy in boosting learner engagement. Yet, little research on this issue has been conducted in the field of L2 writing. The purpose of this quantitative study is to explore how EFL learners’ L2 writing self-efficacy affects the level of their engagement with teacher and peer written corrective feedback (WCF). A sample comprising 227 Taiwanese senior high school students completed two questionnaires: the learner engagement with written corrective feedback scale and the L2 learners’ writing self-efficacy scale. The results showed that the participants self-reported a low-to-moderate level of L2 writing self-efficacy. In addition, when all three subtypes (i.e., ideation, conventions, and self-regulation) of L2 writing self-efficacy were taken into account, self-efficacy for writing self-regulation was the only variable with predictive power for learner engagement with teacher and peer written corrective feedback. The findings further our understanding of EFL learners’ L2 writing self-efficacy and of the under-researched topic of the relationship between L2 writing self-efficacy and learner engagement with written corrective feedback.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40299-021-00591-9.

SUBMITTER: Tsao J

PROVIDER: S-EPMC8136109 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:In previous research, the majority of university students seemed to lack proficiency in many areas of writing (e.g., grammar, vocabulary, organization, and sentence construction). This illustrates the challenging nature of writing (as a skill) and the frequent focus on the product rather than the process of writing instruction. Previous research focused on primary and secondary education; only a few studies investigated and compared the perceptions and self-reported practices of English as a Foreign Language (EFL) university instructors in relation to the product- and process-based writing approaches. Therefore, this study aims to examine this issue by surveying Moroccan EFL writing instructors' responses and comparing the findings with those of previous empirical studies from diverse educational levels. The following research questions guided our study: 1) What are the instructors' perceptions of product- and process-based writing? 2) What are their self-reported practices regarding these writing approaches? 3) Is there any alignment between their perceptions and their self-reported practices of product- and process-based writing instruction? For this purpose, a questionnaire was developed to collect data from 51 instructors. Since the questionnaire items regarding perceptions and practices were identical and covered five subscales under the two overall approaches, comparisons could be performed. The findings showed that the instructors agreed on the value of the subscale of Engagement in the writing revision process more than the other subscales. They also indicated that the two subscales of Engagement in the writing revision process and Writing as a final product were their most frequently reported writing practices. Based on the comparison between their perceptions and self-reported practices, consistencies were found in all five subscales. This study not only validated the questionnaire on the two approaches to teaching EFL writing in Moroccan universities but also showed the extent to which instructors' perceptions and self-reported practices matched one another.

Dataset Information

Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

Supplementary Information

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