University Tehran Language Research 2251-9289 15 1 2024 08 20 Quantum Teaching Method and EFL Learners’ Writing Self-Efficacy: Learners’ Perceptions in Focus Quantum Teaching Method and EFL Learners’ Writing Self-Efficacy: Learners’ Perceptions in Focus 1 27 98220 10.22059/jolr.2024.376628.666885 FA Zahra Ahmadpour Assistant Professor of Language and Literature Department, University of Mazandaran, Mazandaran, Iran. 0000-0001-8794-882X Zohre Gooniband Shooshtari Associate Professor of Language and Literature Department, Shahid Chamran University of Ahvaz, Ahvaz, Iran. Journal Article 2024 05 17   The Quantum Teaching Method (QTM) is an approach that emphasizes active student engagement, critical thinking, and a deep understanding of subject matter. This method has been gaining popularity in recent years as a way to enhance student learning outcomes. Accordingly, this study aimed at exploring the effect of QTM on EFL learners’ writing self-efficacy while focusing on learners’ perceptions. The participants comprised 95 Iranian intermediate EFL learners who were placed into two groups. The first group consisting of 47 learners was assigned to the experimental group and another group comprising 48 learners was regarded as the control group. Prior to treatment, a writing self-efficacy questionnaire was administered to both groups as pretest. Next, the experimental group was exposed to QTM for writing instruction while the control group received conventional writing instruction. After treatment, both groups took the writing self-efficacy questionnaire as posttest. Moreover, 20 participants from the experimental group took part in semi-structured interviews. The results of One-way ANCOVA indicated that QTM positively affected EFL learners’ writing self-efficacy. The results of qualitative analysis revealed five themes including increased confidence, improved writing skills, positive learning experiences, personalized learning, and possible long-term effect as the effective factors embedded in QTM for improving EFL learners’ writing self-efficacy. Based on the results, EFL teachers are encouraged to employ QTM to enhance learners’ writing self-efficacy   The Quantum Teaching Method (QTM) is an approach that emphasizes active student engagement, critical thinking, and a deep understanding of subject matter. This method has been gaining popularity in recent years as a way to enhance student learning outcomes. Accordingly, this study aimed at exploring the effect of QTM on EFL learners’ writing self-efficacy while focusing on learners’ perceptions. The participants comprised 95 Iranian intermediate EFL learners who were placed into two groups. The first group consisting of 47 learners was assigned to the experimental group and another group comprising 48 learners was regarded as the control group. Prior to treatment, a writing self-efficacy questionnaire was administered to both groups as pretest. Next, the experimental group was exposed to QTM for writing instruction while the control group received conventional writing instruction. After treatment, both groups took the writing self-efficacy questionnaire as posttest. Moreover, 20 participants from the experimental group took part in semi-structured interviews. The results of One-way ANCOVA indicated that QTM positively affected EFL learners’ writing self-efficacy. The results of qualitative analysis revealed five themes including increased confidence, improved writing skills, positive learning experiences, personalized learning, and possible long-term effect as the effective factors embedded in QTM for improving EFL learners’ writing self-efficacy. Based on the results, EFL teachers are encouraged to employ QTM to enhance learners’ writing self-efficacy https://jolr.ut.ac.ir/article_98220_247ae12451e8fc630db86b7a2a2495e5.pdf