Implications From Expectancy-Value and Growth Mind-Set for an Understanding of ESL Learners' Self-Regulated Writing

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Supporting the Literacy Development of Language Learners

Abstract

This study aimed to examine the relationship between a series of motivational variables, various types of self-regulated writing strategies, and English writing competence with a sample of 511 4th graders, who learn English as a second language (ESL) learners in Hong Kong. It was found that the high writing achievers reported a higher level of motivation, i.e., self-efficacy, growth mindset, perceived interest and utility of English writing than the low writing achievers. The high achievers also used self-regulated writing strategies more frequently than the low achievers. Additionally, the results of structural equation modeling (SEM) showed that self-efficacy and growth mindset were important predictors of strategy use, while interest and utility values were weaker predictors.

Authors

• Barry Bai, The Chinese University of Hong Kong

• Jing Wang, The Chinese University of Hong Kong

• Bin Shen, The Chinese University of Hong Kong