Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?
By Lin Sophie Teng, Lawrence Jun Zhang. Journal of Second Language Writing, 2020
282 citations recorded by the source corpus.
Abstract Conceptualized in self-regulated learning (SRL) theory, this quasi-experimental research investigated the effects of SRL strategies-based writing intervention on students’ L2 writing proficiency, reported use of SRL strategies, and academic self-efficacy. Data were collected from 80 undergraduate students who were enrolled in an academic writing course in a Chinese university. The intervention group received a five-month SRL strategies-based instruction to implement different dimensions of SRL strategies while the control group received the academic writing course of the same length. All the participants were invited to complete pre-, post-, and delayed post-writing tests along with self-report questionnaires at the beginning and the end of the intervention. Our results revealed that the intervention group outperformed the control group in the post- and delayed post-writing tests with a decreased effect size. They became more active in using an array of SRL strategies (e.g., metacognitive strategies, social behavior strategies, and motivational regulation strategies). It is also reported that the SRL strategies-based instructional model contributed to increased levels of linguistic self-efficacy and performance self-efficacy. Pedagogical implications are also discussed.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/aeb7ca0b6bc39118cc4394e76d65d7d2c68a22f8
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In Developmental and Educational Psychology
In Education
In Language and Linguistics
Citations in the corpus
- Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Therefore, students who feel capable of controlling their academic performance are more likely to enact appropriate strategies as needed, such as deploying different ways to regulate their negative emotion rather than seeking help from others (e.g. peers) (Teng & Zhang, 2020).”