Enhancing Writing Quality and Self-Efficacy Beliefs through Process-oriented Task-based Instruction and Multiple Feedback Forms

Abstract

Abstract: This article presents the research findings of a quasi-experimental study seeking to enhance the writing quality and self-efficacy beliefs of Algerian undergraduate learners. The study employed task-based writing instruction within the process approach framework, and various forms of formative feedback (self-, peer-, and teacher feedback). The sample comprised 24 English as a foreign language (EFL) undergraduate learners with an intermediate level in academic writing. Data were collected through pre- and post-intervention writing tests to assess the participants’ writing quality, as well as pre- and post-intervention surveys, along with post-hoc interviews, to measure their writing self-efficacy levels. The analysis of the findings revealed that, in comparison to their pre-intervention performance, the participants exhibited varying degrees of progress in writing quality and a moderate increase in their self-reported writing self-efficacy levels. These results suggest that adopting a process-oriented task-based approach to teaching academic writing, along with diverse forms of formative feedback, positively enhances EFL learners’ writing skills and fosters more positive beliefs in their English writing abilities.