Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback

Research has indicated the integral role of self-efficacy in boosting learner engagement. Yet, little research on this issue been conducted field L2 writing. The purpose quantitative study is to explore how EFL learners’ writing affects level their engagement with teacher and peer written corrective feedback (WCF). A sample comprising 227 Taiwanese senior high school students completed two questionnaires: scale scale. results showed that participants self-reported a low-to-moderate self-efficacy. In addition, when all three subtypes (i.e., ideation, conventions, self-regulation) were taken into account, for self-regulation was only variable predictive power feedback. findings further our understanding under-researched topic relationship between