Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course

Abstract

Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Employing a quantitative design, the research investigated 36 female students aged 17–22 with an A2 English level in an intensive preparatory program at a Middle Eastern university, utilizing two intact classes assigned to a structured written reflection treatment (n=15) or control (n=21). Data were gathered using self-efficacy and reflection questionnaires. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool. A t-test showed a statistically significant increase in self-efficacy for the treatment group compared to the control group (p = .0079), albeit with a small effect size. Furthermore, treatment participants agreed that reflection clarified their thinking, improved essay understanding, and motivated thorough review. In conclusion, because self-efficacy affects persistence and achievement, educators should cultivate reflection connected to learners' ongoing goals.