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ERIC Number: EJ1180209
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1916-4742
Exploring EFL Learners' Self-Efficacy in Academic Writing Based on Process-Genre Approach
Zhang, Ying
English Language Teaching, v11 n6 p115-124 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A