English EFL Teachers’ Self-Efficacy in Digital Writing: A Review Paper

In the present paper, the researcher examines the self-efficacy of English teachers in the field of digital writing. Mastering the skill of writing poses challenges for both the EFL teachers and their students. Today's trend in academic writing is towards digitalization, which puts additional responsibility on the teachers, making them adopt various technologies such as Grammarly, ChatGPT, and Turnitin. In this light, teachers are expected to have confidence in their abilities to utilize these tools. In order to provide evidence in support of the argument of this article, prior investigations of self-efficacy, as well as other aspects related to technology use by teachers, were reviewed. The focus was made on justifying the importance of self-efficacy in terms of the readiness of the teachers, the process of teaching writing, and their professional growth. Besides, it was disclosed that previous investigations focused more on the self-efficacy of students regarding their writing rather than that of the English teachers. The gap in research is quite significant in Iran, since it is a foreign language for most of teachers. The author concludes that there is a strong link between self-efficacy of teachers in digital writing and their ability to utilize technology effectively to improve their own skills in this area and assist students. Additional studies are needed to fill in the gaps in the area of teachers' experiences in digital writing.

کلیدواژه ها:

English EFL teachers ، self-efficacy ، digital writing ، academic writing ، technology integration