Demystifying positive second language writing experience: The role of writing self-efficacy and motivational dynamics

Second language (L2) writing is a complex process involving cognitive, emotional, and linguistic activities, which might be shaped by learners’ personal traits and psychological states. However, limited effort has been devoted to reveal how different dimensions of writing self-efficacy and motivational constructs interact to influence positive L2 writing experiences, particularly in non-English contexts such as Chinese as a second language (CSL). To address this gap, this study draws on control-value theory to explore the influence of L2 writing self-efficacy (linguistic, performance, and self-regulatory efficacy) and motivational constructs (the ideal and ought-to L2 selves) on positive writing experience among CSL learners. This research employs a dual analytic approach, combining structural equation modeling (SEM) and psychological network analysis (PNA), to examine the linear and non-linear relationships among these variables. The SEM findings reveal that while the three dimensions of L2 writing self-efficacy significantly predict motivational constructs, they do not directly predict positive L2 writing experiences. The ideal and ought-to L2 selves mediate the relationship between L2 writing self-efficacy and positive L2 writing experience. PNA results further underscore the centrality of self-regulatory efficacy in shaping motivation and the writing process. This research contributes to the theoretical understanding of writing processes in the CSL context and offers valuable pedagogical implications for educators.