Exploring the Correlation Between Prospective EFL Teachers’ Reading Habits and Self-Efficacy in Writing Performance and Instruction

Abstract This study examines the relationship between reading habits and self-efficacy in writing performance and instruction among prospective EFL (English as a foreign language) teachers in Türkiye. Although the link between reading and writing is well established, little research has explored how reading habits shape writing self-efficacy. Drawing on self-efficacy and sociocultural theories and the cognitive process model, the study uses a mixed-methods approach with a quantitative correlational design. Data from 103 junior and senior English Language Teaching students at a Turkish state university were collected using the Self-Report Habit Index for Reading and the Self-Efficacy for Writing and Writing Instruction Scale. Analyses included descriptive statistics, Pearson correlation, and regression. Results showed moderate reading habits, relatively high writing self-efficacy, and a significant positive correlation between the two. The findings suggest that habitual reading strengthens prospective teachers’ confidence in writing and instruction, underscoring the value of reading as a core practice in EFL teacher education.