The impact of writing self-efficacy on the writing performance of university students learning English as a foreign language: a systematic review

Introduction Writing self-efficacy has been widely recognized as an important factor associated with English writing performance among EFL university students. This systematic review synthesizes empirical evidence on the relationship between writing self-efficacy and English writing performance among EFL university students. Methods Five databases were searched following the PRISMA guidelines to identify studies published between 1 January 2015 and 1 January 2025. Inclusion and exclusion criteria were applied during the screening process based on study design, participant characteristics, and publication period. Finally, 14 studies met the eligibility criteria. Results The review indicates positive associations between writing self-efficacy and both general writing outcomes and specific writing skills. Additionally, the positive associations of genre-based and linguistic self-efficacy with writing performance suggest that targeted interventions in specific genres and linguistic elements may further strengthen students' writing. The significant associations between writing self-efficacy and specific writing elements, such as complexity, fluency, and accuracy, suggest that confidence in one's writing abilities may positively influence linguistic outcomes. Furthermore, the studies included in this review indicate that writing self-efficacy plays an important role in the mediating mechanisms linking various influencing variables to writing performance. Discussion These findings highlight the importance of integrating writing self-efficacy-building strategies into EFL writing instruction, focusing on genre diversity, linguistic elements, and self-regulated writing strategies to enhance students' writing proficiency. Systematic Review Registration https://osf.io/fe2z6 .