The Effects of Self-Regulated Learning Writing Strategies on English Writing Self-Efficacy among Chinese Non-English Major Students

Writing is considered a complex process as its relevance to learners’ cognitive and affective activities. The objective of this study describe the status quo non-English major students’ use self-regulated learning (SRL) writing strategies level self-efficacy, investigate correlations between SRL self-efficacy so optimize EFL instruction in China. To end, quantitative method was adopted, which first addressed by means two questionnaires, continued with exploration relationship via correlational analysis. results show that students hold relatively positive attitude towards have moderate confidence act writing. Those attitudes are more likely acquire higher self-efficacy. findings helpful complement existing research, provide new implications for enhancement performance.