[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594320-105":59,"doc-detail-594320-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-writing-self-efficacy-in-english-language-learners-through-interactive-writing","Building writing self-efficacy in English language learners through interactive writing","","This study investigates the effect of interactive writing strategies on the writing self-efficacy of EFL learners. Using a quasi-experimental design, sixty participants were divided into an experimental group engaging in interactive, collaborative writing and a control group receiving traditional instruction. The intervention lasted eight weeks, incorporating peer feedback, group drafting, and teacher guidance to increase engagement and support. The Writing Self-Efficacy Questionnaire was administered before and after the intervention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-writing-self-efficacy-in-english-language-learners-through-interactive-writing/594320/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-writing-self-efficacy-in-english-language-learners-through-interactive-writing/594320.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the focus of the study?","Question",{"text":112,"@type":113},"The study examined how interactive writing strategies affect EFL learners’ writing self-efficacy. It also looked at changes in learners’ confidence in writing abilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention implemented and for how long?",{"text":117,"@type":113},"A quasi-experimental design assigned sixty participants to experimental and control groups. The interactive writing intervention lasted eight weeks and included peer feedback, group drafting, and teacher guidance.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main results of interactive writing?",{"text":121,"@type":113},"Students who experienced interactive writing strategies showed a significant increase in self-efficacy compared with the control group. The findings support interactive, structured collaboration to strengthen confidence and motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594320,1792167409,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (5), 102675 (2025)  \n[https://doi.org/10.29140/ajal.v8n5.102675](https://doi.org/10.29140/ajal.v8n5.102675)  \nBuilding writing self-efficacy in English language learners through interactive writing  \nMOHADDESE SADAT ZAMANIa   \nMOSTAFA MORADY MOGHADDAMb (Corresponding author)   \na,bShahrood University of Technology, Shahrood, Iran  \nAbstract  \nThis 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.  \nKeywords: interactive writing, self-efficacy, social cognitive theory, student engagement, writing confidence  \nIntroduction  \nWriting is a fundamental skill that significantly impacts professional success and personal growth (Hyland, 2007) . Proficiency in writing not only reflects literacy in a language but is also essential for academic and career advancement (Shooli et al., 2021) . The writing process encompasses various aspects, including planning, organization, spelling, and word choice,  \nmaking it a complex skill (Almasi & Tabrizi, 2016) . However, traditional writing instruction often lacks personalized feedback and practice opportunities, leaving students ill-equipped for effective written communication (Graham & Sandmel, 2011) . Contributing factors to writing difficulties include insufficient procedural knowledge, ineffective teaching methods, and inadequate planning (Santangelo et al., 2007) . Even native writers can struggle with these challenges (Zumbrunn et al., 2016) .  \nA shift toward a process-oriented approach in writing pedagogy presents a promising solution to these issues (Harmer, 2001). The distinction between product-oriented and process-oriented approaches has long been recognized in educational theory. The product-oriented approach emphasizes the final written product, focusing on grammatical accuracy and structure, often atthe expense of revision and creative exploration (Nunan, 1991; Zargaran, 2025) . In contrast, the process-oriented approach views writing as a dynamic, recursive process involving planning, drafting, revising, and editing (Flower & Hayes, 1981) . This model fosters creativity and critical thinking, encouraging students to see writing as an evolving activity that benefits from feedback and continuous improvement (Graham & Sandmel, 2011) . Research indicates that this approach not only enhances writing skills but also boosts students’ motivation and confidence (Shafiee Rad & Jafarpour, 2023) . By prioritizing writing stages and incorporating feedback loops","cbCaidt8pOawlMfb","https://ap.wps.com/l/cbCaidt8pOawlMfb","pdf",931322,21,"English","# Abstract\n# Introduction","[{\"question\":\"What was the focus of the study?\",\"answer\":\"The study examined how interactive writing strategies affect EFL learners’ writing self-efficacy. It also looked at changes in learners’ confidence in writing abilities.\"},{\"question\":\"How was the intervention implemented and for how long?\",\"answer\":\"A quasi-experimental design assigned sixty participants to experimental and control groups. The interactive writing intervention lasted eight weeks and included peer feedback, group drafting, and teacher guidance.\"},{\"question\":\"What were the main results of interactive writing?\",\"answer\":\"Students who experienced interactive writing strategies showed a significant increase in self-efficacy compared with the control group. The findings support interactive, structured collaboration to strengthen confidence and motivation.\"}]","Building writing self-efficacy in English language learners through interactive writing | PDF",1792078936,53]