The Effect of Negotiated Syllabus on EFL Learners’ Writing Ability and Self-efficacy

Language curriculum and syllabus play crucial roles in finding some ways to develop and facilitate the process of learning English. Learner involvement based on variety of mechanisms has recently received momentum in ESL/EFL education in line with this, this study attempted to unravel the effects of negotiation syllabus on both skill acquisition and affection change: writing ability and writing self-efficacy based on data gathered following the treatment to 62 Iranian EFL adult learners. Exercising conventional writing instruction to a control group and negotiation syllabus- based one to an experimental group, the study unraveled that skill acquisition (i.e., writing ability) was more significantly affected in light of the treatment than the self-efficacy trait. The general language proficiency was not also much affected following the experiment. Impressionistic analyses proved that the negotiated syllabus leads to more learner autonomy though. Index Terms--syllabus, negotiated syllabus, self-efficacy, writing skill, writing self-efficacy