College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
By Ting Sun, Chuang Wang. System (Linköping), 2020
331 citations recorded by the source corpus.
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.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/cfa164a6f14de5ed30fd3be2777561a32c8dcc41
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In Developmental and Educational Psychology
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Citations in the corpus
- Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Sun and Wang (2020) extended the linguistic factor of Bruning et al.’s model (2013) and included ideation, organization, grammar and spelling, and use of English writing.”