A Correlation Study Of College Students’ English Writing Self-efficacy,Writing Self-regulated Learning Strategies And Writing Performance

The question of how to improve students’ writing abilities,in second language learning,has always been a concern for many learners and teachers,and meanwhile,is one of the focus issues in educational researches abroad and at home.Writing self-efficacy and writing self-regulated learning strategies are vital factors to influence students’ writing abilities and performance.The current study integrates questionnaires and interviews for 173 sophomores of non-English majors in a ‘211Project’ college in Liaoning province,with English Writing Self-efficacy Scale(Li,2014)and Questionnaire of English Writing Self-regulated Learning Strategies(Sun &Wang,2020)to explore the interrelationships of college students’ English writing self-efficacy,writing self-regulated learning strategies,and English writing performance.The results of this study are as follows:(1)College students’ writing self-efficacy is at the middle level(M=3.33)and college students employ writing self-regulated learning strategies at a medium frequency(M=3.22);(2)Writing self-efficacy positively correlates with writing performance in English writing of college students(r=0.369).Moreover,writing self-efficacy can predict 13.6% of writing performance in English writing.Additionally,writing self-regulated learning strategy positively correlates with writing performance(r=0.361).Furthermore,the explanatory power of writing self-regulated learning strategies for writing performance is 13.0%;(3)The joint explanatory power of writing self-efficacy and writing self-regulated learning strategies for writing performance is 16.9%.In the path model of these three variables,writing self-regulated learning strategy plays a partial mediation role between writing self-efficacy and writing performance.To sum up,it can be noticed that English writing self-efficacy and writing self-regulated learning strategies can facilitate the writing performance of college students.Thereby,this study aims to enhance the degree of writing self-efficacy and employment of writing self-regulated learning strategies to make learners more confident in their writing and encourage them to form better writing habits for improving writing performance.