Assessing Writing, vol.56, 2023 (SSCI)
An extensive body of research in language education has recently focused heavily on teacher beliefs. Yet, L2 writing teacher beliefs and their possible sources remain an uncharted territory. Considering this critical gap, this study aims at investigating writing teacher beliefs regarding the nature of L2 writing, teaching L2 writing, and assessing L2 writing along with their possible sources. To do so, adopting a survey research design, the researchers recruited 321 participants to explore their beliefs about writing by using the Teachers’ English Writing Beliefs Inventory (TEWBI) developed by Karaca and Uysal (2021). In addition, with the help of the open question in the questionnaire, the sources of teachers’ writing beliefs were also explored. Descriptive statistics were employed to explore the strongest and the weakest writing beliefs for each sub-scale of the TEWBI. Then, upon the analysis of the open question, five possible sources of writing beliefs were revealed as past and current teaching experiences, writing experiences in L1 and/or L2, past learning experiences, materials and approaches, and professional development activities. In light of these findings, strong and weak belief statements are discussed, and research and pedagogical implications are provided.