الباحث
Volume 17, Numéro 3, Pages 420-434
2025-12-20

Exploring The Impact Of Mentor Texts Usage On Efl Learners’ Academic Writing Case Of 3rd-year Efl Pre-service Teachers At Ens Bouzareah



Authors : Bellimane Hind .

Abstract

ABSTRACT: Enhancing students’ EFL academic writing is essential for promoting their personal growth, academic achievement, and professional success. Academic writing requires more than linguistic accuracy as it involves mastering high-order skills such as organizational patterns, source citations, audience awareness, and arguments development. A review of the literature emphasized the effectiveness of mentor texts usage in assisting EFL students’ academic writing by providing exemplary texts they can use to internalize and apply academic writing conventions. The objective of this study is to explore the perceptions of EFL pre-service teachers at ENS Bouzareah regarding the impact of mentor texts usage on their writing process. Using an exploratory sequential mixed-methods design, data were collected in two phases. In phase one, thematic analysis of semi-structured interviews revealed five areas of perceived improvement : structure and organization, application of mentor texts in class, writing confidence, audience awareness, and coping with writing difficulties. In phase two, a Likert-scale questionnaire was analyzed using descriptive statistics, Pearson correlation, and linear regression. Results indicated a significant positive correlation between audience awareness and structural organization, with audience awareness, predicting well-organized writing. The findings suggest that mentor texts can enhance EFL learners’ academic writing awareness and skills.

Keywords

EFL academic writing, EFL pre-service teachers, exploratory mixed-methods design, mentor texts usage, writing competencies.

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