Predictors of Writing Anxiety in English: Testing a Model Based on Self-regulated Learning Skills and Epistemological Beliefs

Due to the importance of learners’ beliefs and learning strategies, a voluminous work has directed on Second Language (L2) learners over the last decades. As an endeavor to further pursue the nexus between learner-related variables in L2 learning, this study was set to probe the role of Self-regulated Learning Skills (SRLS) and Epistemological Beliefs (EBs) in predicting second language Writing Anxiety (L2WA) among Iranian EFL students. To this end, three validated scales measuring these constructs were administered to 240 male and female students. The scales were emailed to the target groups during the pandemic Covid 19. As for the data analysis, Structural Equation Modeling (SEM) was adopted to test the hypothesized model of the constructs. The results indicated that SRLS and EBs could account for 40% of the L2WA. Notably, SRLS could account for (-.246) and EBs could account for (.325) of the variance in L2WA. The result yields a significant change. Particularly, the analysis shows that EBs increases L2WA and SRLS reduces the L2WA (R2 EBs = .148; R2 WSE =.093). The findings suggest that L2 teachers and materials developers should train learners to promote their self-regulatory strategies.