English Writing Instruction Questionnaire: The development of a questionnaire concerning English writing instruction, writing skills and feedback practices

Abstract

This article presents a study aimed at developing a questionnaire to assess how Norwegian students perceive English writing instruction in upper secondary school. Based on genre-pedagogy and Bandura’s theory of self-efficacy, a questionnaire consisting of two parts has been developed, one called English Writing Instruction Teaching (EWIT) and one called English Writing Instruction Feedback (EWIF). The first part includes items concerning how various types of texts are taught, and how students perceive their own writing competence in relation to these types of texts. The second part includes items concerning how feedback practices are used in the context of writing instruction and what effect feedback has on students’ self-efficacy concerning writing. Factor analyses and Chronbach’s alpha values showed acceptable reliability, which supports the use of this instrument in future research.