Investigating Writing Self-Efficacy and Writing Self-Regulated Learning Strategies Across Different Writing Proficiency Levels in Chinese English Majors: A Mixed-Methods Design

Writing self-efficacy and writing self-regulated learning (SRL) strategies are pivotal factors influencing writing proficiency from a social cognitive perspective. This study used a mixed-methods design to investigate the relationships between these factors among English majors in the context of English as a foreign language (EFL) in China. The study was conducted in two stages. In Stage One, quantitative data were collected via cluster sampling from 73 sophomore English majors at a key university in Beijing. Participants completed two self-report questionnaires assessing writing self-efficacy and writing SRL strategies as well as a timed writing proficiency test. Stage Two involved qualitative data collection, where four students spanning both the low- and high-proficiency groups were purposefully selected for think-aloud protocols and retrospective semistructured interviews. The results revealed significant positive correlations among writing self-efficacy, writing SRL strategies and writing proficiency. Notably, there were substantial differences in writing self-efficacy and writing SRL strategy use between high- and low-proficiency writers, particularly in the use of English writing self-efficacy and environmental SRL strategies. These differences were driven primarily by learners’ interest in English. Moreover, writing self-efficacy accounted for 24% and writing SRL strategies accounted for 9.9% of the variance in writing proficiency. Qualitative findings reveal the perceptions and underlying mechanisms driving these results. Implications for language instructors and EFL learners are discussed.