Changes in preservice English teachers' writing demotivation and writing self‐efficacy following a genre‐based writing intervention

Abstract This study examines changes in preservice English teachers' writing demotivation (WD) and writing self‐efficacy (WSE) beliefs within an English as a foreign language (EFL) context following a 14‐week genre‐based writing intervention. Grounded in Systemic Functional Linguistics (SFL), the study adopts a concurrent mixed‐methods design. Data were collected from preservice English teachers ( N = 45) through pre‐ and post‐test surveys, rubric‐based evaluations of genre‐specific writing tasks, semi‐structured focus‐group interviews and written reflections. Quantitative analysis revealed statistically significant pre–post differences in overall WD and WSE, alongside a consistent negative association between the two constructs. Further analysis indicated significant changes in participants' writing performance across genre‐based writing tasks. Additional analyses suggested shifts in the relative contribution of specific demotivation subdimensions to overall self‐efficacy beliefs over time. Qualitative findings provided insights into participants' experiences of the intervention, highlighting the role of explicit genre instruction, a structured writing process and feedback practices in shaping their writing‐related beliefs. Despite the significant improvements, participants continued to identify systemic constraints within the broader teaching and learning context, pointing to limitations beyond classroom‐level instruction. The findings suggest that genre‐based writing instruction may offer a productive pedagogical space for supporting preservice teachers' writing motivation and confidence. The study contributes context‐sensitive insights into affective and performance‐related dimensions of writing pedagogy in EFL teacher education.