Building Students' Self‐Efficacy Through Combined Multimodal Technology‐Mediated and Peer Feedback

ABSTRACT Evidence indicates the crucial role that self‐efficacy plays in language learning and the writing process. However, it has been observed that students often express difficulties in articulating and developing effective essays due to a lack of self‐efficacy. Limited research has examined how technology‐mediated writing processes influence students' self‐efficacy. Thus, this study investigates the effects of the combined multimodal technology‐mediated and peer feedback on students' self‐efficacy. Using a quasi‐experimental approach, results revealed that the intervention significantly improved students' self‐regulatory efficacy and performance self‐efficacy in writing tasks. However, the addition of MTMF did not significantly impact students' self‐perceived linguistic abilities compared to conventional teacher feedback. This discrepancy may be due to the broader feedback focus of MTMF and PF on structural and content‐related aspects rather than specific linguistic details.