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| Main Authors: | , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2502.00004 |
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Table of Contents:
- Previous studies have shown that enhanced student assessment literacy can lead to improvements in academic performance in EFL (English as a Foreign Language) writing. Additionally, psychological factors such as self-efficacy, achievement motivation, and writing anxiety significantly influence EFL writing outcomes. However, the relationship between student writing assessment literacy (SWAL) and these psychological factors remains unclear. The present study aims to explore how SWAL affects psychological factors in the Chinese EFL context. Data were collected from 103 Chinese undergraduate EFL students using four questionnaires: the Student Writing Assessment Literacy Scale (SWAL), the Self-Efficacy for Writing Scale (SEWS), the Achievement Goal Questionnaire (AGQ), and the Second Language Writing Anxiety Inventory (SLWAI). Ordinal logistic regression was employed to analyze the data. The results indicated that higher levels of SWAL were positively associated with writing self-efficacy and achievement motivation, while negatively related to writing anxiety. These findings have significant pedagogical implications for second language (L2) writing instructions, emphasizing the importance of integrating SWAL training into writing instruction to enhance students' writing experiences and outcomes.