Fostering Strategic Second-Language Writers: A Study of Chinese English-as-a-Foreign-Language (EFL) Writers’ Self-Regulated Learning Strategies, Self-Efficacy and Motivational Beliefs
type: CreativeWork
description: This study aimed to explore how self-regulation theory (Zimmerman, 2013) contributes to second/foreign language (L2) learners' writing proficiency from the perspectives of self-regulated learning (SRL) strategies, motivational beliefs and self-efficacy. Composed of two phases, this mixed-methods research was to offer insightful empirical evidence for implementing effective writing instruction with an aim to develop strategic EFL writers. Phase One aimed to document the current situation of Chinese students' reported use of SRL strategies and their perceived motivational beliefs and self-efficacy; and to investigate how these factors related to writing performance. Data were collected from undergraduate English-major students (N = 701) at five medium-ranking universities in Northeast China. Participants were recruited through convenience sampling. They were invited to complete self-report questionnaires designed to measure their reported use of SRL strategies and perceived motivational beliefs and self-efficacy, followed by a writing test to assess their writing performance. Findings showed that year level and writing proficiency were significant factors affecting students' reported use of SRL strategies. Multiple regression analyses revealed that SRL strategies (text processing, goal-oriented monitoring, idea planning and motivational self-talk), motivational beliefs (control of learning and text anxiety) and self-efficacy about EFL writing (linguistic self-efficacy) made significant, independent contributions to students' writing performance. Phase Two explored how self-regulated strategies-based writing intervention affected students' reported use of SRL strategies, their perceived motivational beliefs and self-efficacy as well as writing performance. A quasi-experimental research design was carried out with 80 English-major students at a medium-ranking university in Northeast China. Participants were recruited through purposive sampling and then randomly allocate…
abstract: This study aimed to explore how self-regulation theory (Zimmerman, 2013) contributes to second/foreign language (L2) learners' writing proficiency from the perspectives of self-regulated learning (SRL) strategies, motivational beliefs and self-efficacy. Composed of two phases, this mixed-methods research was to offer insightful empirical evidence for implementing effective writing instruction with an aim to develop strategic EFL writers. Phase One aimed to document the current situation of Chinese students' reported use of SRL strategies and their perceived motivational beliefs and self-efficacy; and to investigate how these factors related to writing performance. Data were collected from undergraduate English-major students (N = 701) at five medium-ranking universities in Northeast China. Participants were recruited through convenience sampling. They were invited to complete self-report questionnaires designed to measure their reported use of SRL strategies and perceived motivational beliefs and self-efficacy, followed by a writing test to assess their writing performance. Findings showed that year level and writing proficiency were significant factors affecting students' reported use of SRL strategies. Multiple regression analyses revealed that SRL strategies (text processing, goal-oriented monitoring, idea planning and motivational self-talk), motivational beliefs (control of learning and text anxiety) and self-efficacy about EFL writing (linguistic self-efficacy) made significant, independent contributions to students' writing performance. Phase Two explored how self-regulated strategies-based writing intervention affected students' reported use of SRL strategies, their perceived motivational beliefs and self-efficacy as well as writing performance. A quasi-experimental research design was carried out with 80 English-major students at a medium-ranking university in Northeast China. Participants were recruited through purposive sampling and then randomly allocate…
author: Teng, Lin
license: https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
date published: 2016
date modified: 2026-07-24T01:03:56Z
provider: University of Auckland
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: ResearchSpace@Auckland

PropertyValue
property ID: Handle
value: https://hdl.handle.net/2292/28961