Research On Interrelation Between Oversea Students’ Writing Strategies And Writing Self-Regulated Efficacy

Writing is a comprehensive skill, which calls for the writer’s ability to express and think, and use the linguistic and rhetoric knowledge he has mastered to build coherent and organized text. For native speaker, writing is already a tough task, and for second-language learners, it is even tougher. Yet, with the unique and complex Chinese character served as writing system, to compose in Chinese for learner from non-Chinese-character culture is rather arduous.In the field of TCSL, the studies involving writing are scarce. And the existed studies focused mainly on the teaching methodology of writing, while the writers themselves are hardly paid attention to. The present study is aimed at exploring the oversea students’ use of writing strategy and their self-regulatory efficacy of writing and the relationship between the two variables.We base our research on precedent literature and studies, and make use of existed theory and tools to study oversea students’ use of writing strategy and their self-regulatory efficacy of writing, and then analyze the data. In the present study,81oversea students of IEI, BFSU were researched, including students of TCSL and students from short-term project leveled E to G. The analysis of data involves the perspective of the whole and different groups (including different genders, nationalities and levels).The result shows that1) In general, students use writing strategy at a mediate level, while among three stages, revising strategy is least used. In self-regulatory writing efficacy, the general level is moderate, while the analysis of variance shows that there is significant difference within the three dimensions, with the effectiveness-monitoring efficacy being the lowest.2) Male and female are using writing strategy with the same tendency, while there is difference between different areas and levels.3) As for self-regulatory efficacy, there is no significant difference between students of different genders or areas, while students of high level have higher level of efficacy than mediate level students.4) As for correlation, the overall frequency of using writing strategy is significantly related to self-regulatory writing efficacy, and the efficacy of using writing strategy is significantly related to the frequency of the use of different stages of strategy. Meanwhile, the use of revising strategy is related to different dimensions of self-regulatory writing efficacy. And different groups show varied correlation between the two variables.We come up with some suggestions on writing class, strategy teaching and how to improve students’ self-regulatory efficacy and ability according to the results.