Building writing self-efficacy in English language learners through interactive writing

Abstract

This study investigates the effect of interactive writing strategies on the writing selfefficacy 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.