The effect of online scenario-based learning on english writing skill, English writing motivation and self-efficacy beliefs of university students

Enhancement of English writing skill in learning a foreign language enables individuals to get a better education, get better job opportunities, and increase their academic success. The motivation of learners to write in English, their self-efficacy beliefs in English writing, their self-confidence and their use of English in real-life situations are important factors that enable the development of this skill. Therefore, English writing instruction based on scenarios with real-life situations can contribute to students' writing more effectively, increasing their motivation and developing their self-belief in English writing. This study aims to determine how online scenario-based English writing instruction improve English writing skills, writing motivation and writing self-efficacy beliefs of university students. The study group of the research, which was designed as action research, consisted of 14 students studying in the same class at A2 level in the English preparatory program of Yalova University School of Foreign Languages in the fall semester of the 2020-2021 academic year. Eight scenario activities were prepared within the scope of online scenario-based English writing instruction. Action plans were developed in order to improve students' English writing skills, and to increase their writing self-efficacy beliefs and motivations. The implementation of the prepared action plans consisted of four cycles and eight weeks. Quantitative and qualitative data collection tools were used in order to have a clear perspective on the process within the action research. According to the quantitative findings, it was determined that the English writing skills of the students improved at the end of the online scenario-based English writing teaching process, and the application process was effective on students' intrinsic writing motivations and writing self-efficacy beliefs. According to the qualitative findings of the study, students had the opinion that the application process improved their writing skills, vocabulary, research skills and thinking skills. On the other hand, students expressed their negative opinions that the implementation process was challenging, intense, and their motivation decreased from time to time. The students suggested that the application process should be longer, they should write longer paragraphs, and writing assignments should be done asynchronously.