Assessing the relationship between self-regulated strategies in digital writing and L2 grit for EFL learners

Abstract

The development of digital tools has been reshaping students’ writing experiences in their second language (L2). However, writing can be a challenging task for English as foreign language (EFL) learners and more study needs to investigate how this highly effort-demanding experience is related to their grit. This study investigates the relationship between self-regulated strategies in digital writing and L2 grit for EFL learners. A total of 128 undergraduate students from China participated in this study. Drawing on the self-regulated learning theory with data from Writing Strategies for Self-Regulated Learning Questionnaires, stimulated recall methods, and semi-structured interviews (n=8), this study revealed that one aspect of grit, perseverance of effort, was a positive predicator for self-regulated writing strategies. Moreover, students perceived this relation while also noted other influencers (e.g., demands for high scores). Pedagogical implications regarding L2 writing in this digital age will be discussed.