Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major

Abstract

Self-regulated (SRL) writing strategy use is considered a potent method for improving writing performance. Motivational regulation, an underresearched aspect of SRL, has become more recognized in SRL models recently. The present study aims to depict the interplay among SRL writing strategies and English writing performance. It also examined the influences of motivational regulation writing strategies on English writing performance, and whether such relationship would be mediated by other SRL writing strategies. Endeavors were also made to evaluate the moderation effects of gender and major, and the predictive effects of self-efficacy. Teng, L. S. & L. J. Zhang. 2016a. A questionnaire-based validation of multidimensional models of self-regulated learning strategies. Modern Language Journal 100(3). 674–701. Writing Strategies for Self-regulated Learning Questionnaire was administered to 340 university students in China, and their English writing test scores were collected. Structural equation modeling results verified the hypothesized partial mediation model with both direct and indirect paths from motivational regulation strategies to English writing performance. Cognitive and metacognitive strategies both served as mediators while social strategies failed to do so. No moderation effect of gender and major was found. Learners’ writing self-efficacy beliefs predicted their use of SRL writing strategies, with the strongest effects on motivational regulation strategies. Pedagogical implications are drawn.

Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

“…Third, the relationship between self-regulated writing strategies and individual differences has been explored. Results on L2 learners’ motivational domain, which includes interest, self-efficacy, and a growth mindset, were relatively consistent and showed that these motivational differences differently affected self-regulated writing strategies for learners at different competence levels [ 24 , 26 , 69 , 70 ]. However, studies on language proficiency and genders have been inconclusive.…”

“…Studies from the cognitive perspective have focused on L2 learners’ mental actions during the writing of macroprocesses, including planning, formulation, revision, monitoring, and problem-solving [ 46 , 47 ]. Writing strategies from the cognitive perspective have received particular attention; the majority are based on self-regulation theories [ 22 , 24 , 26 , 48 ].…”

“…Second, the predictive effects of self-regulated writing strategies on writing performance have also been widely explored [ 20 , 23 , 24 , 67 ]. Teng and Zhang’s study [ 20 ] revealed some strategies, such as text processing in the cognitive dimension; idea planning and goal-oriented monitoring and evaluating strategies in the metacognitive dimension; and emotional control and motivational self-talk in the motivational regulation dimension, strongly affect learners’ writing outcomes.…”

“…SRL writing strategies have recently gained a great deal of attention in EFL contexts. Researchers have studied instrument development and validation [ 20 , 23 ]; instruments’ predictive effects on writing performance [ 24 , 25 ]; their relationship with self-efficacy and engagement [ 22 , 26 ]; and their influencing factors, including social factors and individual differences, such as gender, academic major, and grade level [ 27 , 28 ]. Instrument development is foundational for data collection when conducting empirical studies.…”

On a path to becoming more self-regulated: Reflective journals’ impact on Chinese English as a foreign language students’ self-regulated writing strategy use

“…Studies of the associations between L2 learners’ writing proficiency and various aspects of self-regulated writing strategies have, in general, reported them to be positive (e.g., Teng and Zhang, 2016a ; Hu and Gao, 2018 ; Bai et al, 2020 ; Jackson and Park, 2020 ; Sun and Wang, 2020 ; Bai and Guo, 2021 ; Guo and Bai, 2022 ; Shen and Bai, 2022 ). In particular, such findings have involved the strategies of noticing ( Hu and Gao, 2018 ), selecting ( Hu and Gao, 2018 ), text processing ( Alanazi, 2020 ), memorizing ( Hu and Gao, 2018 ; Alanazi, 2020 ), planning ( Chien, 2012 ; Bai et al, 2020 , 2022 ; Guo and Bai, 2022 ), text-generation ( Chien, 2012 ; Bai et al, 2020 , 2022 ), self-monitoring/evaluation ( Hu and Gao, 2018 ; Bai et al, 2020 , 2022 ; Sun and Wang, 2020 ; Guo and Bai, 2022 ), reviewing of records ( Sun and Wang, 2020 ), seeking opportunities ( Sun and Wang, 2020 ), revising ( Chien, 2012 ; Bai et al, 2020 ; Guo and Bai, 2022 ), and motivational regulation ( Teng and Zhang, 2018 ; Teng et al, 2020 ; Shen and Bai, 2022 ). However, some other studies have reported non-significant correlations between writing proficiency and the use of SRL strategies (e.g., Mallahi, 2020 ).…”