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

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 allocated to either a control group or an experimental group. Data were collected via self-report questionnaires, writing tests and classroom observations. The same questionnaires as used in Phase One were applied to investigate SRL strategies, self-efficacy and motivational beliefs prior to and after the writing intervention. These participants were also invited to complete essay writing tests at pre-, post- and delayed post-test stages to investigate changes in their writing performance. The students from the experimental group received self-regulated strategies-based writing instruction, which comprised 16 sessions (1.5 hours per week) to implement four SRL strategies (e.g., text processing, idea planning, goal-oriented monitoring and peer learning). At the same time, the students from the control group received regular writing classes, required by the university curriculum and syllabus (16 sessions of 1.5 hours per week). In this phase, a case study was conducted with two students voluntarily recruited from the experimental group. Data were collected via semi-structured interviews and journals to corroborate quantitative results. It was found that the students from the experimental group reported a significantly higher level of using SRL strategies than the students in the control group. They also had a higher level of perceived writing self-efficacy (performance self-efficacy) and motivational beliefs (extrinsic goal orientation and task value) than their counterparts in the control group. Although both groups demonstrated improved writing scores, the experimental group students outperformed the students in the control group in the post-and the delayed post-tests. Data collected from two cases corroborated the quantitative findings in Phase Two and provided in-depth information about how strategies-based writing intervention affected students' reported use of SRL strategies and their perceived motivational beliefs and self-efficacy. All these findings led to a conclusion that self-regulated strategies-based writing instruction was successful in promoting EFL students' active use of a range of SRL strategies from a multi-dimensional perspective and in developing a positive attitude towards writing with high motivation and self-efficacy, which contributed to better academic outcomes in EFL contexts.