This study aimed to validate a newly‐developed instrument, The Writing Strategies for Self‐Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9‐factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self‐regulation, as a higher order construct, accounted for the correlations of the 9 lower‐order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.

No abstract

No abstract

This study was designed to validate a multidimensional structure of writing self-efficacy in English as a foreign language contexts, conceptualized in self-regulated learning theory and social cognitive theory. The Second Language Writer Self-Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through structural equation modeling validated the proposed three-dimensional structure of writing self-efficacy, including linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. Model comparisons confirmed the hypothesis that writing self-efficacy is a multidimensional construct, in which the three factors are conceptually related. Internal and composite reliability, convergent validity, and discriminant validity were examined, suggesting satisfactory psychometric properties of the scale. The concurrent validity and predictive validity were checked by examining correlations of writing self-efficacy with motivational beliefs and writing performance. Findings revealed that the three dimensions of self-efficacy had small to moderate correlations with writing performance. Significant correlations were also found between writing self-efficacy and motivational beliefs (e.g., task value, intrinsic goal orientation, extrinsic goal orientation).

No abstract

No abstract

Recognized as an essential component of 21st century skills, self-regulation, also as a robust and vibrant theory, has been extensively researched in the field of education psychology for many decades. However, it is an area of research whose theoretical principles that drive the research work have not been sufficiently applied to the field of second language acquisition (SLA), applied linguistics, or foreign language education. Inspired by the heated discussion on self-regulation and language learning strategies in recent years (Rose et al. 2018; Griffiths 2020), this brief article presents a critical review of how self-regulation has been applied to second/foreign language learning and teaching in the past 15 years. By taking stock of conceptual and methodological issues, we highlight the state-of-the-art research and propose key foci for future studies. We conclude that self-regulation principles, measurements, and practices have a solid ground for enriching second/foreign language learning and teaching, and thus offer a complex and broad range of research possibilities.

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students ( n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of questionnaires to measure their motivational beliefs (extrinsic and intrinsic goal orientation, task value, and control of learning belief), self-efficacy (linguistic self-efficacy, performance self-efficacy, and self-regulatory efficacy) and SRL strategies (cognition, metacognition, social behavior, and motivational regulation). Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies; among which task value and intrinsic goal orientation were significant predictors of nine sub-factors of SRL strategies. Self-efficacy was a strong predictor of metacognitive, cognitive, and motivational regulation strategies. While linguistic self-efficacy had a significant predictive power on text processing alone, self-regulatory efficacy generated a significant effect on a collection of SRL strategies including knowledge rehearsal, goal-oriented monitoring, idea planning, peer learning, and interest enhancement. Pedagogical implications are also discussed.