An investigation into Chinese college students' sense of empowerment and agentic engagement in EFL writing.

The nexus between empowerment and engagement has been thoroughly investigated in occupational environments, yet investigations addressing this topic remain notably scarce within English-as-a-foreign-language (EFL) research. To bridge this gap, this research explored the overall profiles of empowerment and agentic engagement among Chinese college EFL writers, as well as their interrelations. To accomplish the objectives, the research sampled 468 second-year English major students from six universities across China, who were surveyed via an online questionnaire. The descriptive statistics indicated that participants reported moderate levels of empowerment and agentic engagement. Correlation analyses revealed that all aspects of learner empowerment were positively correlated with agentic engagement, with competence exhibiting the most robust link. Results obtained from regression analysis indicated that learner empowerment significantly predicted agentic engagement, with competence emerging as the sole significant predictor. This study suggests that writing instructors should employ various strategies to empower their students, thereby fostering agentic engagement in English writing and increasing the efficacy of writing pedagogy.

• Publication year

  2025

• Venue

  Acta Psychologica

• Publication date

  2025-09-10

• Fields of study

  Medicine, Linguistics, Education

• Identifiers
  DOI 10.1016/j.actpsy.2025.105545PMID 40934850
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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