Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

Ying Zhang

English Language Teaching, 2018, vol. 11, issue 6, 115

Abstract: This study explores the change of EFL learners’ level of self-efficacy in process-genre academic writing instruction. The teaching experiment was conducted for 14 weeks. A total of 59 graduate students participated in the experiment. Before the experiment, the results showed that the general level of EFL graduates’ self-efficacy in academic writing was relatively low. After 14 weeks of academic writing instruction conducted by the process-genre approach, participants’ self-efficacy improved significantly. In the interview, participants also reported an increasing level of confidence in academic writing. Based on the findings, implications of academic writing instruction to improve students’ self-efficacy are discussed in the paper.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:11:y:2018:i:6:p:115

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