TY - JOUR
T1 - Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment
AU - Teng, Mark Feng
AU - Ma, Maggie
N1 - Publisher Copyright:
© 2024 Walter de Gruyter GmbH, Berlin/Boston 2024.
PY - 2024
Y1 - 2024
N2 - 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.
AB - 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.
KW - English language proficiency
KW - multimedia
KW - self-efficacy
KW - working memory
KW - writing
UR - http://www.scopus.com/inward/record.url?scp=85205216657&partnerID=8YFLogxK
U2 - 10.1515/iral-2024-0010
DO - 10.1515/iral-2024-0010
M3 - Article
AN - SCOPUS:85205216657
SN - 0019-042X
JO - IRAL - International Review of Applied Linguistics in Language Teaching
JF - IRAL - International Review of Applied Linguistics in Language Teaching
ER -