| The purpose of this study was to investigate the relationship between Korean EFL writing teachers' beliefs in their own abilities to teach EFL writing, and to examine how their self-perceptions of efficacy would influence their feedback to their students' writing. The study was designed to examine the self-efficacy of 15 EFL writing instructors in Korean universities using as primary data sources a questionnaire and interviews and the feedback given on students' writing samples. Most of the data were analyzed qualitatively using a constant comparative approach. In addition, some of the data from the questionnaires and writing samples produced descriptive statistics.;Findings are reported in a grounded theory format, with a description of a model of the relationship between teachers' self-efficacy and the feedback they provided to their students' writing. The findings of this study suggested that in teaching college-level EFL writing as non-native speakers of English, teacher feedback on students' writing was not influenced exclusively by their writing self-efficacy. In the Korean EFL writing context, teachers chose how they would give comments on students' writing depending on whether they believed they could contribute to the students' writing improvement. In other words, their teaching efficacy in EFL writing played a more important role in determining how they provided feedback to their students' writing. The conceptions of their role as non-native EFL writing teachers differed depending on the clarity of their role, confidence in performing the role, and positive expectations about change in students' writing.;Two major conclusions were drawn from the data. First, Korean college-level EFL writing instructors' writing self-efficacy was higher in English than in Korean. However, their feedback did not reflect their efficacy beliefs about their own writing. Second, in many aspects of giving feedback, it became important whether writing teachers had clear conceptions of the role they played in helping students improve their EFL writing. Several recommendations are provided to help EFL writing teachers develop their effectiveness as they provide feedback on students' writing. |
