Enhancing EFL Writing Self-Efficacy: The Impact of Integrated Multimodal Technology-Mediated and Peer Feedback Approaches

Evidence indicates the crucial role that confidence 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-confidence. This study examines how combined multimodal technology-mediated and peer feedback (MTPF) influences writing confidence among EFL undergraduate students, addressing an identified gap in understanding technology’s role in developing writing self-efficacy. Employing a quasi-experimental design with 53 participants, findings indicate that the MTPF intervention significantly enhanced self-regulatory efficacy and performance self-efficacy dimensions of writing self-efficacy. Notably, no significant improvement was observed in students’ self-perceived linguistic abilities compared to traditional teacher feedback, potentially attributable to MTPF’s emphasis on structural and content-related elements rather than specific linguistic features. These results contribute to understanding how multimodal approaches can be strategically implemented to foster particular aspects of writing confidence in EFL contexts.