dialogic instruction of formulaic sequences through online collaborative tasks: self-efficacy and self-regulation in academic writing among iranian intermediate tefl students

Previous studies have highlighted the possible effectiveness of instructing formulaic sequences in enhancing the writing self-efficacy and self-regulation behaviors among efl learners. however, few studies have probed into the nature of dialogic interaction within online task-based collaborative writing instruction, especially among university students. therefore, the present study investigated the effect of dialogic instruction of formulaic sequences through online collaborative task-based academic writing instruction on the writing task performance, and self-efficacy and self-regulation behaviors of iranian intermediate tefl students. to this end, 60 iranian intermediate tefl students from two branches of islamic azad university were identified through oxford placement tests. they were further assigned to two groups: experimental (n = 30) and control (n = 30). the experimental group received online collaborative task-based academic writing instruction while the control group followed the conventional writing instruction in place at their universities. the results showed the impact of online collaborative task-based instruction with a focus on formulaic sequence on the iranian intermediate tefl students in terms of their writing task performance, self-efficacy and self-regulation. overall, results revealed the effectiveness of the proposed writing instruction in terms of improving the writing task performance, and self-efficacy and self-regulation measures. findings bear pedagogical implications and provide fresh insights and new avenues for future research in this same domain.