Towards a model of self-regulation, self-efficacy, working memory, English proficiency, and writing performance in an EFL multimedia writing context

Writing performance is intricately shaped by cognitive factors such as self-regulation and working memory, and self-efficacy. However, prior research rarely synthesized these dimensions within learners’ English proficiency, particularly in multimedia writing contexts. To bridge this gap, the present study provides a comprehensive analysis of how self-regulation, self-efficacy, working memory, and English proficiency collectively predict English as a foreign language (EFL) learners’ multimedia writing performance. A total of 406 Chinese university students participated, completing self-regulation and self-efficacy assessments, a working memory evaluation, and a multimedia writing task. The findings underscored the pivotal role of self-regulation and self-efficacy, with self-evaluation and monitoring self-efficacy emerging as particularly influential in multimedia writing. Also, working memory and English proficiency were significant predictors of writing proficiency in multimedia environments. By integrating cognitive and motivational constructs within a multimedia framework, this study advances theoretical discourse and provides pedagogical insights into fostering EFL learners’ writing competence in digital learning landscapes.