Towards a model of self-regulation, self-efficacy, working memory, English proficiency, and writing performance in an EFL multimedia writing context
Bibliographic Data
| ID | 21332913 |
|---|---|
| Authors | Mark Feng Teng (0000-0002-5134-8504, Faculty of Languages and Translation , Macao Polytechnic University , Macau SAR , China), Xiaolei Shen (0000-0002-8112-6179, Southwest University), Weili Xing (0009-0004-2929-4257, Faculty of Languages and Translation , Macao Polytechnic University , Macau SAR , China) |
| Year | 2025 |
| Publication date | 2025-12-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2025-0114 |
| OpenAlex | W7117355296 |
| Language | EN |
| References cited | 63 |
Writing performance is intricately shaped by cognitive factors such as self-regulation and working memory, and self-efficacy. However, prior research rarely synthesized these dimensions within learners’ English proficiency, particularly in multimedia writing contexts. To bridge this gap, the present study provides a comprehensive analysis of how self-regulation, self-efficacy, working memory, and English proficiency collectively predict English as a foreign language (EFL) learners’ multimedia writing performance. A total of 406 Chinese university students participated, completing self-regulation and self-efficacy assessments, a working memory evaluation, and a multimedia writing task. The findings underscored the pivotal role of self-regulation and self-efficacy, with self-evaluation and monitoring self-efficacy emerging as particularly influential in multimedia writing. Also, working memory and English proficiency were significant predictors of writing proficiency in multimedia environments. By integrating cognitive and motivational constructs within a multimedia framework, this study advances theoretical discourse and provides pedagogical insights into fostering EFL learners’ writing competence in digital learning landscapes
Cognition · Competence (human resources) · Context (archaeology) · Foreign language · Language proficiency · Working memory · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Visual and Cognitive Learning Processes
Assessing Writing
Statistical Power Analysis for the Behavioral Sciences
Genre and Second Language Writing
Examining dimensions of self-efficacy for writing.
Working Memory
An automated version of the operation span task
The role of individual differences in L2 writing
Working memory and second language comprehension and production
From Cognitive Modeling to Self-Regulation
Becoming a Self-Regulated Writer
Working memory span tasks
Self-Regulation and Academic Learning
Self-Efficacy
PLS-SEM or CB-SEM
Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing
The role of cognitive factors in second language writing and writing to learn a second language
The impact of automated writing evaluation on English as a foreign language learners' writing self‐efficacy, self‐regulation, anxiety, and performance
Assessing metacognitive writing strategies and the predictive effects on multimedia writing
Task complexity and L2 writing performance of young learners
Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment
Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
Fostering EFL university students’ motivation and self-regulated learning in writing
Planning in L1 and L2 writing
Exploring Hong Kong primary students’ English writing motivation
Understanding the Role of Learners With Low English Language Proficiency in Peer Feedback of Second Language Writing
Assessing academic writing self‐efficacy belief and writing performance in a foreign language context
Examining the multidimensional role of self-efficacy for writing on student writing self-regulation and grades in elementary and high school
Writing Expertise and Second-Language Proficiency
Learner-Based Factors in L2 Reading Comprehension and Processing Grammatical Form
Language Proficiency, Writing Ability, and Composing Strategies
| Citation velocity | historical |
|---|---|
| Highly cited | No |