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This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social-behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.

The primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies (environmental, behavioral, and personal) were mediated by positive and negative academic emotions in English writing classrooms. A sample of 362 Chinese university students completed self-report questionnaires. Basic statistics and structural equation modelling were used to analyze the data. The findings showed that academic buoyancy, positive and negative academic emotions, and SRL writing strategies were significantly correlated; the total and direct effect of negative academic emotions on environmental SRL writing strategies were not significant; positive and negative academic emotions mediated the relationship between academic buoyancy and SRL writing strategies. Implications for how to help university students to “bounce back” from English writing setbacks and invest efforts to develop positive emotions are discussed; suggestions for implementing a classroom intervention focusing on academic buoyancy to foster better use of SRL writing strategies are also provided.

Fourth‐grade students were introduced to a detailed process approach to examining mentor texts and then transferring their newfound knowledge of author craft to their own independent writing. The EASE strategy was created as a way to scaffold students from merely noticing the exceptional moves that authors make to adeptly applying these techniques. In an effort to read like writers and then write like readers, students were taught to closely examine powerful writing craft and assess why the author may have chosen to write in that particular way. They were also required to suggest other ways to write the excerpt and envision where they might use a similar move in a current or upcoming writing project. Through small‐group writing conferences and writing samples, students showcased how they made direct connections between mentor texts and their narratives and reports.

Since the 1960s, a group of educators and researchers have championed the idea that learning coding and learning to read and write are, in some sense, part of the same skill set, but the grounds for asserting that similarity have continually shifted. Some have argued that as texts increasingly integrate digital components, expertise in coding will become a central part of reading in the 21st century. Others seem to use the word literacy simply to mean an important skill, without necessarily asserting a deeper similarity. In this study of novice writers and programmers in a second‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinforce students’ acquisition of the writing process.

Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.

This mixed-method study explored Chinese university students’ orientations towards written corrective feedback (WCF) and their use of self-regulated learning (SRL) writing strategies in online English writing courses during COVID-19. A questionnaire and semi-structured interviews were administered to 311 and 12 students, respectively. Results showed that during COVID-19, students generally held positive attitudes towards online WCF and teachers offered more tutorials and feedback that could be reviewed indefinitely, which created a comfortable learning space for students. Findings demonstrate that students used fewer social behaviour strategies than other strategies and the effectiveness of peer interaction was limited by peers’ relatively low writing proficiency, tendency to give compliments, and the inconveniences of online communication. Students’ feedback-seeking orientation was found to be positively associated with SRL writing strategies; the online interactions between teachers and students in relation to teachers’ feedback motivated students to engage more in their subsequent writing practices. Pedagogical implications are discussed.

Drawing on a sample of 429 Chinese major undergraduates from abroad, this study investigates the relationship between growth mindset, achievement goals and self-regulated strategies in L2 writing. Structural equation modeling and mediation analysis are performed to analyze the data. The results reveal that: (a) the participants adopt multiple achievement goals rather than single achievement goal in L2 writing; (b) L2 writing mindset significantly and positively predicts the endorsement of the three L2 writing achievement goals and the use of self-regulated writing strategies; and (c) both mastery and performance-approach goals act as a significant mediator between L2 writing mindset and self-regulated writing strategies, while the mediating effect of performance-avoidance goals was non-significant. Our findings highlighted important theoretical implications for L2 writing motivation and suggested practical applications for enhancing instructional strategies in L2 (Chinese language) learning. Plain Language Summary How Foreign Undergraduates’ Beliefs and Goals Shape Their Chinese Writing Strategies Learning to write in Chinese as a second language can be challenging for foreign students, but understanding how their mindsets and goals influence their learning strategies could help improve their skills. This study examined 429 international undergraduate students majoring in Chinese, exploring how their growth mindset (the belief that writing ability can be developed through effort), their motivations (called achievement goals), and their use of self-regulated learning strategies (like planning, monitoring, and revising) are connected. Mastering Chinese writing is crucial for academic and cultural success, yet little is known about how students’ attitudes and goals affect their learning approaches. By analyzing these relationships, educators can design better strategies to support learners. We found: (1) Students have a mix of goals: Most did not rely on a single motivation; instead, they combined mastery, performance-approach, and (to a lesser extent) performance-avoidance goals. (2) Growth mindset boosts goals and strategies: Students who believed they could improve through effort were more likely to adopt mastery and performance-approach goals and use self-regulated strategies like planning and revising. (3) Goals act as a bridge: Mastery and performance-approach goals explained why a growth mindset led to better learning strategies—when students focused on improving or doing well (rather than avoiding failure), they used more effective writing techniques. Performance-avoidance goals, however, had no significant impact on this link. This study highlights that a positive, effort-based mindset, combined with the right goals, can empower foreign students to develop stronger Chinese writing skills. By focusing on growth and achievement rather than avoiding mistakes, learners and educators can create more effective pathways for second-language writing success.

With dialogic writing assessment, teachers can scaffold students’ writing processes in ways that are flexible and responsive to students’ individual needs. Examples of teachers using this conference‐based method of classroom writing assessment illustrate how to practice assessment that is dynamic and relational rather than static and standardized, by allowing teachers to vary their support for student writers based on students’ unique needs. These examples also suggest that teachers’ epistemologies for writing instruction can influence how they practice dialogic writing assessment. The authors conclude with a discussion of how dynamic and responsive scaffolding can support an equity‐focused model for teaching academic writing and how teachers’ expertise may be a factor in how they apply dialogic writing assessment.

Early writing is important to young children's development—research indicates that writing is predictive of later reading and writing. Despite this, preschool teachers often do not focus on writing and offer limited scaffolding to foster children's writing development. This article shares innovative ways to scaffold early writing across the three component skills of writing: composing, spelling, and forming letters.

This study aims to validate self-regulated writing strategies for advanced EFL learners through a structural equation modeling analysis. Two sets of advanced, university-level EFL learners in China were recruited on the basis of results from a nationwide standardized English test. Sample 1 consisted of 214 advanced learners and served mainly as a data source for exploratory factor analysis. Sample 2 consisted of 303 advanced learners; data from this group were used to conduct confirmatory factor analyses. The results confirmed the goodness of fit of the hierarchical, multidimensional structure of self-regulated writing strategies. This hierarchic model has the higher order of self-regulation and the second order of nine self-regulated writing strategies that belong to four dimensions. In terms of model comparisons, the indices of Model 1 (nine-factor correlated model of EFL writing strategies for SRL) and Model 2 (four-factor second-order model of EFL writing strategies for SRL) mark significant improvements in terms of fit over the indices of Model 3 (one-factor second-order model of EFL writing strategies for SRL). This means the four-factor model (cognition, metacognition, social behavior, and motivational regulation) offered a better explanation for advanced EFL learners than the model treating self-regulated writing strategies as a single convergent factor. These findings, in some ways, differ from the results of earlier research on EFL learners’ self-regulated writing strategies, and the findings of this study have certain implications for L2 writing teaching and learning.