The Impact of Task-Based Writing Instruction on Iranian EFLLearners’ Self- Efficacy and Epistemic Beliefs

Many instructors struggle to help the students with the lack of writing skills. A significant number of studentsalso experience challenges to successfully complete writing assignments and engage in the learning processactively. This study examines the influential role of task-based writing instruction in teaching English as aforeign language (EFL) and its compelling influence on students’ self-efficacy and epistemic beliefs, whicheventually increases the sense of identity and confidence. An experiment is conducted with ۳۶ Iranian maleand female pre-intermediate learners in two experimental and control groups within a six-week writingcourse at Fahim English Institute in Isfahan, Iran. The data are collected and analyzed using two biographyessays scored based on the IELTS criteria, two interviews, the Writing Self-Efficacy Scale, and theEpistemological Beliefs Survey. The results exhibit the effectiveness of task-based writing instruction andencourage educators to use this method to develop EFL learners’ self-efficacy and epistemic beliefs

Keywords:

Task-based writing instruction , English as a foreign language , self-efficacy , epistemicbeliefs , data analysis