This study aims to explore if EFL learners’ self-efficacy perceptions of their L2 writing performance varies by proficiency level. As the research design, the quantitative method was employed and a questionnaire measuring EFL learners’ L2 writing self-efficacy on a Likert scale was used as the data collection instrument. The participants were EFL students (n=47) enrolled in the preparatory program of an English-medium instruction state university in Turkey. Data analysis showed that there was a positive correlation between the participants’ proficiency level and their perceptions of L2 writing self-efficacy. The findings indicate that EFL students develop a more positive attitude towards L2 writing as they progress in language mastery and the preparatory programs appear to be feeding into the appearance of this positive perception. Still, some points, among which idea production represents the biggest concern, continue to be an issue deserving much attention across the levels. This finding suggests that L2 writing training should be enhanced with strategies as well as activities that can assist students in producing ideas on given topics.

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This study employed Walsh's (2006) concept of classroom interactional competence to investigate the classroom interaction during synchronous online English language teaching. The data of this study is comprised of 8 40-minute video recordings of an EFL class at a state university's English preparatory program. The data belongs to the same group of learners who were taught by the same EFL instructor. The classes were held via ZOOM, a free video-conferencing program. The analysis focused on scaffolding moves of the teacher-specifically reformulation, extension, and modeling moves-for two reasons. First, the data was abundant in terms of teacher talk samples falling into this category. Second, several scaffolding attempts of the teacher were observed to fail due to technology-related problems. There was evidence in the data that the lack of body language harmed the dialogic nature of teacher-learner interaction and reformulation, and extension moves could not bring about extended learner turns. Regarding the unsuccessful modeling, it was observed that the teacher's failure to use annotation tools hindered the learners' noticing of teacher modeling. As a result, these findings have implications for foreign language teachers' adaptation to online teaching and also for the optimization of video-conferencing tools to be developed for educational use.

This paper investigates the influence of critical thinking (CT) training on the development of second language (L2) writing skill of EFL learners. For the study, the researchers employed an infusion approach to CT training with an effort to teach CT implicitly and compared its influence with a no-CT training condition. Though explicit CT instructions have been investigated by previous studies, no study has employed an implicit approach to CT in L2 writing through one-to-one feedback sessions. The participants were B1+ EFL learners (n=12) enrolled in the preparatory program of an EMI state university in Türkiye. The results indicated no significant difference in the CT integration into L2 writing performance of the participants in the experimental group. Yet, the interviews conducted with the experimental group participants indicated a higher awareness of the concept of CT in L2 writing for these participants in comparison to their peers from the control group. Thus, this paper suggests that though CT treatment given to EFL learners yield positive results in rising EFL learners’ awareness of CT concept in L2 writing, longer-term instructional methods that give explicit training on CT are needed for helping learners to internalize and apply CT in their L2 writing.

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