Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?

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dc.contributor.author Teng, LS en
dc.contributor.author Zhang, Jun Lawrence en
dc.date.accessioned 2020-08-16T22:39:07Z en
dc.date.issued 2020-06 en
dc.identifier.issn 1060-3743 en
dc.identifier.uri http://hdl.handle.net/2292/52554 en
dc.description.abstract © 2020 Elsevier Inc. 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. en
dc.relation.ispartofseries Journal of Second Language Writing en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? en
dc.type Journal Article en
dc.identifier.doi 10.1016/j.jslw.2019.100701 en
pubs.volume 48 en
dc.rights.holder Copyright: The author en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 790125 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.number 100701 en
pubs.record-created-at-source-date 2020-02-24 en
pubs.online-publication-date 2019-12-24 en


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