Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: a two-wave longitudinal model

Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety.

Text 114261.pdf - Published Version Restricted to Repository staff only Download (2MB) Official URL or Download Paper: https://linkinghub.elsevier.com/retrieve/pii/S0346...

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