ABSTRACT Effective second language (L2) writing hinges on both learners' beliefs in their writing capabilities (self‐efficacy) and their engagement in writing tasks. However, to date, no study has explored the association between these two important factors within an L2 writing context. Therefore, this study aims to examine how L2 writing self‐efficacy relates to engagement. More specifically, drawing on a structural equation modelling (SEM) analysis, the study investigates the complex interplay between L2 learners' self‐efficacy for writing self‐regulation, conventions and ideation, and their engagement—behavioural, social, emotional, cognitive and agentic. A correlational design was adopted to collect data from 329 undergraduate students through validated self‐efficacy and engagement questionnaires. SEM results revealed significant positive correlations between all the domains of self‐efficacy and engagement. The findings indicate that self‐efficacy and engagement are not static traits but multifaceted constructs that evolve in response to different cognitive, affective, social and behavioural parameters. The findings advocate for a holistic approach to L2 writing instruction that recognises the significance of fostering learners' self‐efficacy for writing self‐regulation, conventions and ideation to enhance their engagement across all domains.
Zare et al. (Thu,) studied this question.
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