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

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  • Ying Zhang

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.

Suggested Citation

  • Ying Zhang, 2018. "Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach," English Language Teaching, Canadian Center of Science and Education, vol. 11(6), pages 115-115, June.
    • Handle: RePEc:ibn:eltjnl:v:11:y:2018:i:6:p:115
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    Cited by:

    1. Xiuwen Zhai & Abu Bakar Razali, 2023. "Triple Method Approach to Development of a Genre-Based Approach to Teaching ESL/EFL Writing: A Systematic Literature Review by Bibliometric, Content, and Scientometric Analyses," SAGE Open, , vol. 13(1), pages 21582440221, January.

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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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