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This study aimed to explore the effects of SRL strategy use on primary school students’ motivation (i.e. self-efficacy and interest) in EFL writing and to compare the differences in such effects between high and low achievers. Participants were 374 4th graders in Hong Kong. Results of t-tests indicated that the high achievers reported significantly a higher level of SRL strategy use (i.e. planning, self-monitoring, and revising) and motivation (i.e. self-efficacy and interest) in EFL writing than their low-achieving peers. Results of two-group structural equation modeling (SEM) indicated that the high achievers’ motivation increased through the use of planning and self-monitoring strategies in writing, while the low achievers’ motivation increased through the use of self-monitoring and revising strategies. The high achievers showed a high level of self-efficacy and the low achievers a low level. However, both groups of students did not show a high level of interest in EFL writing. Implications for future research and English teachers to improve students’ motivation in writing through use of SRL strategies are discussed.

Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools