The Effects of Self-Regulated Learning Writing Strategies on English Writing Self-Efficacy among Chinese Non-English Major Students

Abstract

Writing is considered a complex process as its relevance to learners’ cognitive and affective activities. The objective of this study is to describe the status quo of non-English major students’ use of self-regulated learning (SRL) writing strategies and the level of writing self-efficacy, and investigate the correlations between the use of SRL writing strategies and writing self-efficacy so as to optimize the EFL writing instruction in China. To this end, a quantitative method was adopted, which first addressed the use of SRL strategies and the writing self-efficacy by means of two questionnaires, and continued with the exploration of the relationship via correlational analysis. The results show that non-English major students hold a relatively positive attitude towards the use of SRL writing strategies and have a moderate confidence in the act of writing. Those with positive attitudes towards the use of SRL writing strategies are more likely to acquire higher level of writing self-efficacy. The findings of the study are helpful to complement the existing writing research, and provide new implications for the enhancement of EFL students’ writing performance.