Assessing L2 integrated writing self-efficacy: Development and validation of a scale

Abstract

Despite the increasing use of integrated tasks in English as a Foreign language (EFL) academic contexts, few attempts have been made to develop reliable and valid instruments to measure integrated writing self-efficacy. To address this research gap, this study developed and validated a scale of self-efficacy for L2 reading-to-write tasks in an EFL academic context. Three dimensions were posited to underlie the construct of L2 reading-to-write self-efficacy (L2RWSE), including self-regulation efficacy, discourse synthesis self-efficacy, and writing conventions self-efficacy. This theoretical underpinning informed the development of the L2RWSE scale. A series of three studies were conducted to interrogate the validity of the scale, involving a total of 1414 participants. Findings from the first two studies, based on exploratory and confirmatory factor analysis respectively, supported our hypothesis that the scale consisted of the three dimensions. Results of multigroup CFA indicated that the scale functioned equivalently on two groups of participants from key and non-key universities. Findings from Study 3 demonstrated that students’ L2RWSE had significant predictive effects on their performance on an integrated reading-to-write task. While shedding light on the construct of L2 integrated writing self-efficacy, the study has important implications for integrated writing assessment and pedagogy. • L2 reading-to-write self-efficacy (L2RWSE) was conceptualized as a multidimensional construct. • A 19-item L2RWSE scale was developed and validated involving 1404 EFL student writers. • Students’ L2RWSE significantly predicted their performance on a reading-to-write task.