Abstract The application of integrated writing tasks in academic writing assessment is increasing and research on these tasks is growing. However, the role of individual difference variables in students’ performance in source-based writing is under-researched. Thus, the present study purports to investigate the predictive contribution of L2 writing self-efficacy to the summary writing strategies used by EFL learners and their performance in a reading-to-write task. The participants of this study were 191 undergraduate university students, who answered an integrated writing task and completed questionnaires measuring L2 writing self-efficacy beliefs and summary writing strategy use. The results of structural equation modelling (SEM) revealed that the three components of writing self-efficacy, linguistic, self-regulatory, and performance self-efficacy, significantly predicted summary writing performance. It was also found that linguistic self-efficacy predicted discourse synthesis and source use strategies, while self-regulatory and performance efficacy could only predict metacognitive strategies of planning and evaluation. The results are discussed and pedagogical implications are offered.

中文翻译：

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二语写作自我效能感在综合写作策略使用和表现中的作用

摘要 综合写作任务在学术写作评估中的应用越来越多，对这些任务的研究也在不断增加。然而，个体差异变量对学生在基于源的写作中的表现的作用研究不足。因此，本研究旨在调查二语写作自我效能对 EFL 学习者使用的摘要写作策略及其在读写任务中的表现的预测贡献。本研究的参与者是 191 名本科大学生，他们回答了综合写作任务并完成了测量二语写作自我效能信念和摘要写作策略使用的问卷。结构方程模型（SEM）的结果表明，写作自我效能感、语言、自我调节、和表现自我效能感，显着预测摘要写作表现。还发现语言自我效能预测话语合成和源使用策略，而自我调节和表现效能只能预测规划和评估的元认知策略。讨论结果并提供教学意义。