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[https://doi.org/](https://doi.org/)[ ](https://doi.org/)10.4148/0146-9282.2354  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nThe Effect of Task-Based Writing Instruction on Iranian  \nPre-Intermediate EFL Learners’ Self-Efficacy and  \nEpistemic Beliefs  \nNooshin Iravani  \nIntroduction  \nEach educational environment has numerous components whose interactions facilitate learning.  \nThis milieu is influenced by various factors such as students’ backgrounds and experiences  \n(Anene, 2005) . Learners’ immediate and tangible learning experience contributes to shaping  \nlearner attitudes and motivation, which eventually affects their long-term learning success  \n(Taguchi et al., 2009) . Therefore, an educator must clarify the theoretical foundations beyond  \nsimple skill-building by helping students to build confidence to learn, perform, and actively  \nengage in the classroom. Learning strategies can facilitate the learning process, helping the  \nlearners to become more self-directed and self-motivated (Oxford, 2017) . Writing has been  \nconsidered an adventure through which writers’ perspectives develop (Shaffer et al., 2019); that  \nis, writing involves more than a grammar-driven product emphasizing formal language used in  \nlectures and texts. Indeed, writing is a challenging cognitive activity that requires the learner to  \ncontrol various factors, ranging from the writer’s academic background and personal interests to  \npsychological, linguistic, and cognitive phenomena (Nunan, 1989) . Manchón (2011) makes a  \ndistinction between “learning to write” and “writing to learn.” This distinction highlights the  \nfunction of writing given that writing is a tool to express the writer’s perspectives (learning to  \nwrite); at the same time, the process of writing itself and engagement in diverse tasks and  \nactivities contribute to enhancing learning in diverse areas (writing to learn) . Traditional writing instruction (i.e., top-down and teacher-directed) does not meet learners’ needs and expectations, failing to effectively provide students with required writing skills. Therefore, it is the educator’s  \nresponsibility to provide writing instruction with creative methods and strategies to enable  \nstudents to excel in higher education and professional careers.  \nOne of the most effective writing strategies and instruction approaches is task-based writing  \ninstruction. As Traga Philippakos, Munsell, and Robinson (2017) maintain, one of the ways  \nwriting products can be improved is to provide learners with input which can be given to  \nlanguage learners in many different modes. Task-based language teaching (TBLT) is one of the  \nmost effective approaches to language teaching. Teachers should provide students with task  \nbased activities which will motivate students to learn (Larsen-Freeman, 2000). According to Ellis  \n(2003), ","cbCaisxpB6wrTYet","https://ap.wps.com/l/cbCaisxpB6wrTYet","pdf",382274,16,"English","# Introduction\n## Educational foundations and learner motivation\n## Writing as a cognitive and social process\n## Task-based writing instruction and language learning","[{\"question\":\"Why is writing considered more than grammar-focused instruction in this article?\",\"answer\":\"Writing is described as a challenging cognitive activity that involves controlling multiple factors beyond formal grammar. It also develops learners’ perspectives through engagement in writing processes and tasks.\"},{\"question\":\"What is the role of task-based writing instruction according to the article?\",\"answer\":\"Task-based writing instruction is presented as a strategy to improve writing products and learning outcomes using meaningful input, interaction, and classroom tasks that resemble real-world purposes.\"},{\"question\":\"How does the article connect writing instruction with social and emotional skills?\",\"answer\":\"It argues that focusing only on rules, grammar, and procedures neglects essential 21st-century writing skills. Task-based approaches integrate social and emotional components and help students acquire problem-solving and discourse-entry strategies.\"}]","The Effect of Task-Based Writing Instruction on Iranian Pre-Intermediate EFL Learners’ Self-Efficacy and Epistemic Beliefs | PDF",1792094352]