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

Autor/in	Zhang, Ying
Titel	Exploring EFL Learners' Self-Efficacy in Academic Writing Based on Process-Genre Approach
Quelle	In: English Language Teaching, 11 (2018) 6, S.115-124 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Self Efficacy; Foreign Countries; Academic Discourse; Graduate Students; Writing Instruction; Mixed Methods Research; Questionnaires; Teaching Methods; Second Language Learning; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Ausland; Discourse; Diskurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibunterricht; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01