Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

This paper reports findings from two empirical studies on students’ reported use of self-regulatory writing strategies and the relationships with their performance in a secondary school English as foreign language (EFL) context. Study One adopted factorial design using exploratory confirmatory factor analysis to validate inferences uses Self-Regulatory Writing Strategy Questionnaire; Two explored learner individual differences developing predictive effects these performance. Participants were convenience samples 669 239 students, who young EFL learners junior schools China. Results provided evidence construct validity responses questionnaire. Students higher grade levels more frequent than those lower levels, female students male students. The six strategy factors (i.e., planning, goal-oriented monitoring, evaluation, emotional control, memorization, metacognitive judgment) each had significant These suggest importance learners’ • study validates questionnaire strategies. Female Self-regulatory predict writing.