Enhancement of EFL Learners’ Writing Skill and Self-efficacy:A Strategic-Collaborative Approach

The current study was an attempt to investigate whether collaborative learning via strategy-based instruction could significantly enhance Iranian EFL learners’ writing skill and self-efficacy. To this end, 60 homogeneous sample of participants screened via Oxford Placement Test (OPT) out of 100 participants were randomly divided into two equal groups (i.e. CG and EG). The EG was exposed to collaborative process synthesized with strategy-based instruction of writing skill, while the CG received conventional stream of instruction. The data were gathered through writing pretest and posttest as well as self-efficacy questionnaire. The parametric statistical analyses revealed that the strategic-collaborative approach led to a significant enhancement of both writing skill and self -efficacy. Speaking both theoretically and pedagogically, the findings are in favor of not only the new initiative but also yield support to the integration of cognitive and affective traits, i.e., skill acquisition and self-efficacy development.

Keywords:

Strategic-Collaborative Education , Writing Skill , Self-efficacy Enhancement , Collaborative Learning (CL) , EFL Learners