Effects of Teacher-Led Collaborative Modeling Instruction on EFL Students’ Writing Self-Efficacy

Writing self-efficacy plays an important role in EFL students’ engagement, persistence, and writing development, yet conventional instruction may provide limited opportunities for modeling, collabo-ration, and scaffolded practice. This study examined the effects of Teacher-Led Collaborative Mod-eling (TLCM) instruction on Grade 11 students’ overall and dimension-specific writing self-efficacy. A quasi-experimental non-equivalent control-group with pretest–posttest design was em-ployed with 122 students, comprising a control group (n = 60) and an experimental group (n = 62). The experimental group received TLCM instruction for 16 weeks, whereas the control group re-ceived conventional instruction. Data were collected using an adapted 18-item Writing Self-Efficacy Beliefs Questionnaire. As the data violated normality assumptions, Mann–Whitney U tests were used to assess baseline equivalence, and Aligned Rank Transform (ART) analysis was used to examine Group × Time effects. The groups did not differ significantly at pre-intervention. ART results showed significant Group × Time effects for overall writing self-efficacy and all five dimensions, with large effects. The strongest effect was observed for Information Organization Efficacy. These findings indicate that TLCM can substantially enhance EFL students’ writing self-efficacy.