Examining the Role of Digital Tools in Pre-service English Language Teachers’ Self-efficacy in Writing

Abstract

Writing is considered as one of the most compelling skills by nature. Similarly, teaching writing embodies a series of skills. Majority of students in English Language Preparatory program at Turkish universities state that they have difficulties in writing, and they do not feel a sense of achievement and self-efficacy in writing in English (L2 henceforth). This study aims to deliver students writing instruction in L2 through a 6-week-intervention integrating digital tools, which will support them throughout the writing processes. Also, the study examines the efficiency of the intervention to foster the students' self-efficacy levels and sense of achievement in L2 writing. 35 English preparatory students were given a six-week training in which digital tools were utilized to maximize their potential and experience during writing processes and students were scaffolded in a guided way in and outside the school environment. A mixed-method research design was used to gather quantitative data through Self-Efficacy Writing Scale (SEWS) (Bruning et al., 2013) and qualitative data through interviews and minute papers. The findings of the study revealed that digital tool supported writing instruction had promising impacts on fostering students’ self-efficacy in L2 writing, leading to gains in their ideation, use of writing conventions, and self-regulation abilities. The qualitative findings also suggested that digital tools empowered them as writers in L2 and led to improvements in their perceived sense of achievement in writing tasks.

Keywords

• yazma becerisi
• dijital araçlar
• yazma özyeterliliği.
• i̇ngilizce öğretimi
• efl
• writing
• digital tools
• writing self-efficacy