The Effect of Technology-Enhanced Language Learning (TELL) and Formative Assessment Strategies on Iranian EFL Students’ Writing Self-efficacy

The investigation centered around the effect of BigBlueButton and formative assessment strategies (Mind Dump and Word Journal) on Iranian EFL students’ writing self-efficacy. Having utilized a quasi-experimental pretest-posttest design, this study was conducted among 90 out of 120 participants selected via convenience sampling. Quick Placement test was distributed to 120 students from English Translation and English Literature at Sari and Qaemshahr branches of Azad University. 90 Iranian sophomore students were chosen and divided randomly into Control, Face-to-Face, and BigBlueButton groups. Pupils in each experimental group (Face-to-Face and BigBlueButton) were categorized into two subgroups (Mind Dump and Word Journal) and provided with instructions in writing that incorporated Mind Dump and Word Journal strategies. At the same time, students were instructed without using these strategies and through traditional teaching methods in the Control group. Additionally, a Second Language Writing Self-efficacy questionnaire was employed to appraise students’ writing self-efficacy. Participants were distributed the questionnaire once before the instruction and once after the instruction. Bonferroni Post-Hoc Test analysis indicated writing self-efficacy of students using Mind Dump and Word Journal in BigBlueButton and Face-to-Face groups improved compared to those in the Control group. The writing self-efficacy of students in BigBlueButton showed a notable improvement when compared to those participating in Face-to-Face. Finally, this study’s findings might have implications for EFL teachers. Moreover, these findings suggest that educational institutions should consider incorporating such digital resources and creative teaching techniques to improve student writing self-efficacy.