Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis

• Published in: European Journal of Investigation in Health, Psychology and Education (EJIHPE) Vol. 13; no. 4; pp. 776 - 795
• Main Authors: Wang, Xuan, Ma, Jianting, Li, Ximeng, Shen, Xinyi
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 01.04.2023; MDPI
• Subjects: Analysis; Behavior; Cognition & reasoning; EFL learners; English as a second language; English as a second language instruction; Language proficiency; Language Skills; Learning; Learning Processes; Learning Strategies; Metacognition; multidimensional model validation; Questionnaires; regulated writing strategies; Second language writing; Second language writing instruction; self; self-regulated writing strategies; SEM; Skills; Social factors; Statistical analysis; Structural equation modeling; Writing; Writing instruction; Writing Processes; Writing strategies; New York; United Kingdom; China; self-regulated writing strategies; SEM; EFL learners; multidimensional model validation
• ISSN: 2254-9625; 2174-8144; 2254-9625
• DOI: 10.3390/ejihpe13040059

This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners' self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning.