Exploring the Effect of Collaborative Strategy Training on the Intermediate EFL Learners’ Writing Self-efficacy and Their Perceptions Concerning Collaborative Strategy

Abstract

This research intended to examine the possible impact of collaborative strategies training on the students’ self-efficacy in writing and their perceptions about these strategies. The participants were homogenized and later assigned as one experimental group, which was instruction in collaboration for 12 sessions, and the comparison group which was instructed based on the conventional syllabus. The groups answered the writing self-efficacy questionnaire before the treatment and once more after the treatment. The questionnaire was the self-efficacy writing scale which consisted of 16 questions covering three concepts of ideation, conventions, and self-regulation experiences. The statistical analysis of each group performance indicated that the experimental group improved in their writing self-efficacy beliefs in particular the self-regulation category. Furthermore, the learners’ attitudes were assessed through a five-question interview. The findings from the interview revealed very positive attitudes about these strategies and they mainly referred to sharing ideas and understanding different views very helpful in this writing experience. Moreover, they expressed that collaboration positively affected their confidence in writing. The findings have suggested that collaboration can lead to improved self-efficacy beliefs.