L2 Writing Self-Efficacy and English Writing Achievement in MOOCs: A Moderated Mediating Model

Abstract

This study aimed to examine the interaction mechanism between L2 writing selfefficacy, online continuous learning intention, teacher support and MOOC writing course learning achievement. Participants of this study were 300 students of the MOOC English writing course. A survey was used to collect data. The study found that online continuous learning intention had a mediating effect between L2 writing self-efficacy, expressed self-efficacy, language self-efficacy and learning achievement; teachers’ cognitive support and autonomous support play an important role in the second half of the overall mediating effect. Moderating effect, that is, both are moderating variables between online continuous learning intention and writing learning achievement.