Authentically Oriented Practice (AOP) in an EFL Writing Classroom: Changes in Writing Proficiency and Self-Efficacy, and Learners’ Perceptions

Although authentic materials and tasks are increasingly used in EFL instruction, few studies have examined how Authentically Oriented Practice (AOP), which combines both, relates to changes in writing proficiency and self-efficacy across proficiency levels. This 15-week mixed-methods study examined these changes, their relationship, and learners’ perceptions among 28 EFL learners in a Korean university writing course. Participants were divided into higher-proficiency (n = 17) and lower-proficiency (n = 11) groups based on pre-test mean scores using the Mock ACTFL Writing Proficiency Test (MWPT); self-efficacy was measured at the course midpoint and end of the course, and semi-structured interviews were conducted. Results showed that scores of writing proficiency increased overall (d = 1.35), with lower-proficiency learners gaining more (+13.5 vs. +6.4 points). The level of self-efficacy also increased overall (d = 0.52), though only 3 of 10 items showed significant change. Writing proficiency and self-efficacy were significantly correlated only at the end of the course, mainly among higher-proficiency learners. Regarding interview findings, peer collaboration helped support learners’ confidence, while vocabulary difficulties remained throughout the course. These findings suggest that AOP, supported by group work and instructor guidance, may be associated with positive changes in writing proficiency and self-efficacy in a mixed-proficiency EFL writing classroom.