The Relationship Between Self-Regulated Learning And EFL Writing Of English Majors

This study used the Self-Regulated Learning (SRL) theory of Zimmerman (1998) to investigate its influence on EFL writing achievements. The subjects were 85 Grade-Two English majors from the English Educational Department of the Foreign Language School of a normal university in Beijing. They were asked to answer a 39-item SRL questionnaire which was designed by the author and had been tried by a pilot study on Grade-One English majors in the same school. The other two variables (L1 and L2 proficiency) were also introduced into this study. SPSS for windows 15.0 and Amos 7.0 were used to analyze the data.The results showed that:Firstly, there are linear relationships between SRL and EFL writing and between L2 proficiency and EFL writing. However, there is no significant relationship between L1 proficiency and EFL writing. SRL alone can predict 43.9% variance of EFL writing achievements. The L2 proficiency alone can predict 24.3% variance of that. All the variables in this research together can predict 55.4% variance of that.Secondly, the correlation analysis indicates that all the three phases (forethought, performance or volitional control, and self-reflection) have significant relationships with EFL writing achievements. Among them the closest one is self-reflection. The categories which have significant relationship with EFL writing in turn are self-efficacy belief, self-evaluations, self-monitoring, intrinsic interest, and attention focusing.Thirdly, a structural equation model was formed by using Amos 7.0. Self-instruction, searching help and information, self-monitoring, and attribution influence self-evaluation. The latter two also influence self-efficacy belief. Self-efficacy belief and self-evaluation, in turn, directly influence EFL writing achievements. Both of them account for 33% variance of EFL writing achievements.Fourthly, the subjects were divided to proficient and less proficient learners according to the 30% top and 30% low score of TEM-4. The proficient learners are more versed in the overall SRL ability and the phase of performance or volitional control. Furthermore, they have more self-efficacy beliefs, and do better than the non-proficient learners in self-efficacy belief, self-instruction, searching help and information, and self-evaluation.Lastly, the students' general choices of the components of SRL largely coincide with their relationships with EFL writing.The results showed that SRL is a very important influential factor of EFL writing ability. The writing ability is improved circularly through SRL. Every part has its importance in this successive cycle. If any part is handicapped, the whole SRL cycle will be influenced, and as a result, the improvement of EFL writing will be negatively influenced. The pedagogical implications here are that the teacher should be encouraged to train students' continuous self-regulated learning ability. The training of high self-efficacy belief and appropriate self-evaluation is more important than others. The limitations of this study are that the sampling is small and the questionnaire can be improved further in the future study. A longitudinal study is needed to investigate the change of SRL in EFL writing context.