Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment

Mark Feng Teng, Maggie Ma

Research output: Contribution to journalArticlepeer-review

Abstract

The present study examined self-efficacy, working memory, and English proficiency in a multimedia writing environment. The research design included a survey to assess self-efficacy and a writing assessment within a multimedia environment, while controlling for working memory capacity and levels of English proficiency. Data collection methods comprised a survey on self-efficacy beliefs in multimedia writing, a working memory task, and the standardized College English Test Band 4 in China. The participants were a total of 406 Chinese university students. The results support the reliability of the self-efficacy questionnaire, with five dimensions: linguistic knowledge, planning, monitoring, evaluation, and performance. These five factors were positively correlated with the students' writing performance in a multimedia environment. The structural equation modeling findings suggest that working memory and English language proficiency moderate learners' self-efficacy in EFL multimedia writing. Relevant implications based on the findings were discussed.

Original languageEnglish
JournalIRAL - International Review of Applied Linguistics in Language Teaching
DOIs
Publication statusAccepted/In press - 2024

Keywords

  • English language proficiency
  • multimedia
  • self-efficacy
  • working memory
  • writing

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