The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity

Given the growing interest in understanding the interplay of cognitive and individual factors in second language (L2) writing development, this study explored how self-regulation, perceived task complexity, and the quality of written corrective feedback (WCF) collectively shape L2 writing achievement among English-as-a-foreign-language (EFL) learners. Data were collected from 296 Saudi university EFL learners enrolled in an English for Specific Purposes (ESP) course in the healthcare field, using a validated questionnaire to assess learners’ self-regulation, perceptions of task complexity, and feedback quality. Writing achievement was measured through graded essay tasks involving teacher-provided WCF and multiple drafting cycles. Results indicated that feedback quality directly predicted writing achievement, whereas self-regulation indirectly influenced writing outcomes through its positive effect on feedback perceptions. Task complexity, despite being linked to self-regulation, did not exert a significant effect on writing achievement, suggesting its influence may depend on accompanying instructional scaffolding. These findings underscore the crucial mediating role of feedback quality in L2 writing development and highlight the importance of integrating self-regulated learning strategies and effective feedback practices to enhance writing outcomes in L2 contexts.