Self-regulation in Chinese College students’ EFL writing

Abstract

This study aimed to test a model of self-regulated EFL writing that involved the components of motivational beliefs, motivational self-regulation, strategy use and performance in EFL writing. The participants were 617 year-two college English majors in mainland China. Data were analyzed using path analysis via Amos 5.0. Results indicated that the whole model accounted for 33% of the variance in the participants’ EFL writing performance. The findings emphasized the importance of motivational regulation, especially motivational awareness, motivational regulatory strategy use and mastery and outcome goals in self-regulated EFL writing.
Key words: Self-regulated EFL writing; Motivational regulation; Writing strategies; EFL writing perofrmance