College students' writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. (June 2020)

• Record Type: Journal Article
• Authors: Sun, Ting; Wang, Chuang
• Is Part Of: System. Volume 90(2020)
• Publication Date: 2020-06
• Subjects: English writing self-efficacy -- Self-regulated learning strategies -- English writing proficiency -- English as a foreign language; Language and languages -- Study and teaching -- Periodicals; Langage et langues -- Étude et enseignement -- Périodiques; Electronic journals; 407
• DOI: 10.1016/j.system.2020.102221
• Languages: English
• ISSNs: 0346-251X

Abstract

Abstract: This study aims to examine how writing self-efficacy and writing self-regulated learning (SRL) strategies are related to writing proficiency among college students in an English as a foreign language (EFL) context. The Questionnaire of English Writing Self-Efficacy (QEWSE) and the Questionnaire of English Writing Self-Regulated Learning Strategies (QEWSRLS) were administered to 319 sophomore Chinese students. Their writing proficiency was measured by their writing scores on the writing section of the College English Test Band 4 (CET-4). The results showed that EFL students reported a moderate level of self-efficacy and infrequent use of SRL strategies in the course of writing. Moreover, both writing self-efficacy and writing SRL strategies contributed significantly to the prediction of students' writing proficiency. Since self-efficacy and self-regulation are crucial to students' writing proficiency, the current study provides classroom teachers with insights about how to incorporate instructions into EFL classrooms to improve students' writing outcomes.