From Self‐Prepared Writers to Strategy Effectiveness Evaluators: Mediation of Critical Thinking During Self‐Regulated EFL Writing

ABSTRACT Self‐regulated strategies form critical elements in writing, but researchers have yet to explore the connections across writing phases. It remains unclear how pre‐writing self‐preparation, during‐writing critical thinking, and post‐writing strategy effectiveness evaluation are associated. This study incorporated correlation analysis, structural equation modeling, and thematic analysis based on 336 university EFL (English as a foreign language) students’ survey responses and 14 semi‐structured interviews. We established the significant mediation of during‐writing critical thinking in the relationship between pre‐writing self‐preparation (including prior knowledge activation, information seeking, and self‐efficacy) and post‐writing strategy effectiveness evaluation. Information seeking and self‐efficacy directly translated into strategy effectiveness evaluation, while prior knowledge activation only contributed through the mediation of critical thinking. The qualitative findings suggested that critical thinkers during EFL writing actively assessed prior knowledge, external resources, and their connections to the writing task, and the adoption of pre‐ and during‐writing SRL strategies triggered students’ reflective practice about their strategy effectiveness after writing. The findings elucidate the mechanisms behind efficient self‐regulation in English writing, enlightening future research and teaching practices.