Speaker
Abstract section 4: Outcomes/results
Students reported significant improvements in their self-efficacy as English writers during the academic year. The results from the L2 Writer Self-Efficacy Scale showed statistically significant increases in all three subscales. The effect sizes (Cohen’s d) were large in all three areas, indicating substantial and meaningful growth in students’ writing confidence. Writing samples from the three timed tasks (pre-, post-, and delayed post-tests) were analyzed based on complexity, accuracy, and fluency (CAF). The results showed statistically significant improvements across all measures.
Abstract section 1: Relevance
This study examines changes in self-efficacy and writing proficiency among 106 undergraduate EFL learners over one academic year. Few L2 studies have examined L2 learners’ self-efficacy and the effects of learning longitudinally. Based on sociocultural theory (SCT), the course emphasized collaborative learning and the establishment of a supportive learning environment that encouraged students to participate in an output-oriented class without fear or anxiety.
Abstract section 2: Contribution/research questions
-
Does learners’ L2 writing self-efficacy increase over the course of a year-long, collaborative output-oriented English course?
-
Do learners show improvement in their L2 writing proficiency -- measured in terms of fluency, accuracy, and complexity -- across the academic year?
Abstract section 3: Content/method
Data on participants’ self-efficacy were collected at the beginning of the first semester and at the end of the second semester. The participants also completed pre-, post-, and delayed posttests. These data on participants’ self-efficacy were analyzed by t-tests, and the data concerning the writing tasks were analyzed by an analysis of variance (ANOVA).
| Title | L2 Writing and Self-Efficacy in an Output-Oriented EFL Cours |
|---|---|
| Teaching Context | College and university education |