The interface between English teachers’ sense of efficacy and their feedback on learners’ writing, and learners’ writing achievement

AbstractGiven that providing feedback for learners’ writings is a crucial and meaningful task for language teachers, the researcher intended to study the impact of the perceived sense of efficacy of the language on their practice in responding to learners’ writings. To this end, a questionnaire of self efficacy was administered to 10 female teachers of advanced level. They were divided into two groups of teachers with high versus low sense of efficacy. In addition, 157 homogenized subjects who were already enrolled in these teachers’ English classrooms were selected for the study. The teachers assigned a writing task with the same topic to their learners. The papers were collected and checked by the teachers the following session. Then the researcher analyzed the number and the type of the feedback points given on each paper. Afterwards a post test was administered to determine their writing achievement. Based on the results, the relationship between English teachers’ sense of efficacy and the feedbacks on form and content of the writings and also those in the form of general comments turned out to be statistically significant. Besides, it was shown that there was a statistically significant difference between the mean scores of the writing achievement of the students in each group