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This study investigated the relationships between struggling writers’ motivation, their use of self-regulated learning (SRL) strategies and writing competence in an English as a foreign language (EFL) context with 368 primary students in Hong Kong who scored 15 or less out of 48 marks in a writing test. They reported a generally moderate level of motivation, a lower medium level of SRL strategy use and a very low level of interest. Results of structural equation modelling (SEM) suggested that growth mindset had the strongest positive correlations with the struggling EFL writers’ use of SRL strategies. Both self-efficacy and interest also had positive correlations with the students’ SRL strategy use, but only self-efficacy had significant and positive relations with writing competence.