An investigation into effects of teacher mediation on students’ writing skills self-efficacy belief

Abstract

This study investigated the effects of teacher mediation on students' writing skills self-efficacy beliefs. To achieve the purpose of the study, a quasi-experimental research design was used. The research was done at Hawassa University in the Institute of Technology, and Main Campus which were selected using available sampling technique. The research participants were two sections of first-year undergraduate Natural Science students enrolled in the 2022 academic year. Sections 18 (n=31) and 43 (n=31) were chosen at random among the 76 sections. Tests and questionnaires were employed to collect data. The results revealed that the experimental group outperformed the control groups in their levels of mastery experience, adult-based vicarious experience, social persuasion, and physiological and emotional state when they write essays and paragraphs. Cohen's d test results also showed that teacher mediation affected self-efficacy beliefs sources. The study indicated that employing teacher mediation would enhance students’ writing skills self-efficacy beliefs. Further studies on the applicability of the MLE approach in other language skills are needed.