Relations Between Hong Kong Students' Motivational Beliefs, Self-Regulated Learning Strategy Use, and English Writing Achievement

• In Event: Motivation and Language Arts

Abstract

This study investigated the relationship between motivational beliefs, use of self-regulated learning (SRL) strategies, and competence in English as a second/foreign language (ESL/EFL) writing. The participants were 540 8th graders in Hong Kong. Multivariate analyses of variance (MANOVAs) revealed that the students of different writing competence levels differed in their motivation and SRL strategy use, indicating that both motivation and SRL strategy use contribute to writing competence. Structural equation modeling (SEM) results highlighted the more important role of growth mindset and interest in comparison to self-efficacy and utility in Hong Kong ESL/EFL learners’ writing. Implications for enhancing secondary school ESL/EFL students’ writing in an Asian context are discussed.

Authors

• Barry Bai, The Chinese University of Hong Kong

• Jing Wang, Zhejiang University

• Bin Shen, The Chinese University of Hong Kong