Self-Efficacy for the Learning of Academic Writing in ESL Mediated by WebQuest-Wiki in a Group of Pre-Service Language Teachers in Mexico

Keywords: self-efficacy, academic writing, WebQuest-Wiki, language teachers, English language teaching

Abstract

This study investigates the self-efficacy for academic writing that a group of pre-service efl teachers in Mexico presents when faced with the task of collaboratively writing a documentary research paper, mediated by WebQuest-Wiki Project. In particular, the study investigates the following: (a) the self-efficacy levels before and after the task; (b) the source of self-efficacy that students bring to the task; (c) self-efficacy originated from the actions and means in the task. A mixed design involved the use of the academic writing in English self-efficacy perception questionnaire, the information drawn from the diagnostic phase in
the course, and a questionnaire that evaluated the WebQuest-Wiki. A T-test (prepost, no control group) was significant **p < 0.05 for the factors self-efficacy for learning, local and global knowledge of the writing process, and metacognitive self-regulation. By contrast, the factors writing conventions, ideas generation,
time/effort and physical response were not significant. The main sources for the initially observed high self-efficacy in the use of writing conventions and selfefficacy for learning, derived from their previous practices in writing descriptive texts, and from their confidence on obtaining satisfactory achievements in their
study. The WebQuest-Wiki increased their perception of having more control over the comprehension of content from their readings, over their use of vocabulary comprehension strategies, and over the use of specific academic writing skills. Besides, it allowed the students to consider their peers as models for the
activity to be done.

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Author Biographies

Kalinka Velasco-Zárate, Facultad de Idiomas UABJO

Doctora en Lingüística Aplicada, Universidad de Essex, Reino Unido. Docente investigadora de tiempo completo, Facultad de Idiomas, Universidad Autónoma Benito Juárez de Oaxaca, Oaxaca, México.
kalivz@gmail.com
https://orcid.org/0000-0001-6610-3502

José Manuel Meza-Cano, FES IZTACALA UNAM

Doctor en Psicología, Universidad Nacional Autónoma de México (UNAM), México. Profesor del Programa de Psicología del Sistema de Universidad Abierta y Educación a Distancia, UNAM (Facultad de Estudios Superiores Iztacala), Tlalnepantla, Estado de México, México.
manuel.meza@iztacala.unam.mx
https://orcid.org/0000-0002-9504-7906

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©Manuel Guerrero Mora-Tropico4-2016
Published
2020-02-05
Section
Empirical Studies