This study aims to determine English writing self-efficacy and writing self-regulated strategies among Chinese non-English majors. Online surveys were conducted and a total of 409 freshmen and sophomores from Anhui Xinhua University of China were involved in the study and answered the adopted online questionnaires. The descriptive statistics analysis and correlation analysis were conducted with SPSS after the data collected. The results showed that the respondents reported a quite low level of self-efficacy and infrequent use of self-regulated strategies in their English writing. Additionally, writing self-efficacy had highly significant relationship with writing self-regulated strategies. The present study facilitates understanding of the interplay of these two factors and sheds light on enhancing Chinese college students’ writing proficiency by boosting their writing self-efficacy and writing self-regulated strategies.

Huaimei Jin. Chinese College Students’ English Writing Self-efficacy and Writing Self-regulated Strategies. Frontiers in Educational Research (2023) Vol. 6, Issue 20: 129-137. https://doi.org/10.25236/FER.2023.062021.

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