This monograph is to investigate practical applications and contributions of self-regulated learning (SRL) to second/foreign language (L2) writing from sociocognitive and sociocultural perspectives. It showcases a comprehensive and updated review of conceptual and methodological issues of SRL and the state-of-the-art research on its applications to L2 learning and teaching. This volume further elaborates the design and results of a large-scale project which conducts observational and intervention studies investigating SRL strategies in L2 writing. This book reveals that a cross-disciplinary understanding of SRL strategies plays a crucial role in advancing theoretical functions of SRL and in extending its applications to L2 education in general, and L2 writing in particular. This book makes significant contributions to developing and validating new conceptual frameworks and tools for evaluating multidimensional structures of SRL strategies and self-efficacy in L2 writing; elucidating the interplay of personal, behavioral, environmental and psychological factors with SRL strategies and writing performance; and presenting an effective self-regulation instructional model for nurturing L2 learners’ motivation and confidence to strategize, reflect and succeed in writing.
Author(s): Lin Sophie Teng
Series: English Language Education
Publisher: Springer
Year: 2022
Language: English
Pages: 230
City: Cham
Preface
Focus of This Book
Why This Book?
Organisation of the Book
Acknowledgements
Contents
List of Figures
List of Tables
Chapter 1: Introduction
1.1 Self-Regulated Learning (SRL) and SRL Strategies
1.2 SRL Strategies in Writing
1.3 English as a Foreign Language (EFL) Teaching in China
1.3.1 Current Situation of EFL Teaching
1.3.2 Teaching of EFL Writing in China
1.4 Research Purposes
1.5 Significance of the Research
References
Part I: Theory and Literature Review of Self-Regulated Learning
Chapter 2: Self-Regulated Learning and Language Learning Strategies
2.1 Introduction
2.2 Research on SRL Strategies in General Learning Contexts
2.3 Motivational Regulation Strategies in SRL
2.4 Language Learning Strategies (LLSs)
2.4.1 Definition Issues of LLSs
2.4.2 Classification Issues of LLSs
2.5 An Integrated View of SRL and LLSs
2.6 Evaluating Learning Strategies
2.7 Summary
References
Chapter 3: Self-Regulated Learning Strategies in Writing
3.1 Introduction
3.2 SRL Strategies in L1 Writing Contexts
3.3 L2 Writing Strategies
3.3.1 Definition and Classification
3.3.2 Research on L2 Writing Strategies
3.3.3 Measuring L2 Writing Strategies
3.3.4 Strategies-Based Writing Instruction in L2 Contexts
3.4 Research on Writing Strategies in China
3.5 Motivation and Writing
3.5.1 Research on Writing Motivation in General Learning Contexts
3.5.2 Research on Writing Motivation in China
3.6 Self-Efficacy and Writing
3.6.1 Measuring Writing Self-Efficacy
3.6.2 Research on Writing Self-Efficacy in China
3.7 Summary
References
Chapter 4: Sociocognitive Theory, Sociocultural Theory and SRL
4.1 Introduction
4.2 Sociocognitive Theory and SRL
4.3 Essential Components of SRL
4.3.1 Metacognition
4.3.2 Motivation
4.3.2.1 Theoretical Understanding of Motivation and SRL
4.3.2.2 Motivational Regulation
Motivational Self-Talk
Interest Enhancement
Emotional Control and Environment Structuring
4.3.3 Self-Efficacy
4.3.4 Feedback Loops
4.4 Sociocultural Theory and SRL
4.4.1 Sociocultural Theory and Co-regulation
4.4.2 Sociocultural Theory and Writing
4.4.3 Sociocultural Theory and LLSs
4.5 Summary
References
Part II: Exploring Individual Differences and SRL Strategies in L2 Writing
Chapter 5: Development and Validation of Self-Report Questionnaires
5.1 Introduction
5.2 Writing Strategies for Self-Regulated Learning Questionnaire
5.2.1 A Multi-dimensional Model of Writing Strategies for SRL
5.2.1.1 Cognitive Strategies and Metacognitive Strategies
5.2.1.2 Social Behavioural Strategies
5.2.1.3 Motivational Regulation Strategies
5.2.2 Item Generation
5.2.3 Initial Piloting and Factor Analysis
5.2.4 Results of Descriptive Analysis
5.2.5 Results of Exploratory Factor Analysis (EFA)
5.2.6 Results of Confirmatory Factory Analysis (CFA)
5.2.7 Discussion
5.2.7.1 Cognitive Strategies
5.2.7.2 Metacognitive Strategies
5.2.7.3 Social Behaviour Strategies
5.2.7.4 Motivational Regulation Strategies
5.3 Second-Language Writer Self-Efficacy Scale
5.3.1 A Three-Factor Self-Efficacy Model
5.3.2 Item Generation
5.3.3 Initial Piloting and Factor Analysis
5.3.4 Results of EFA
5.3.5 Results of CFA
5.3.6 Discussion
5.3.6.1 Linguistic Self-Efficacy
5.3.6.2 Self-Regulatory Efficacy
5.3.6.3 Performance Self-Efficacy
5.4 Summary
Appendices
Appendix A: Interview Protocols for Developing the Writing Strategies for Self-Regulated Learning Strategies Questionnaire
Appendix B: The Writing Strategies for Self-Regulated Learning Questionnaire
Appendix C: Interview Protocols for Developing the L2 Writing Self-Efficacy Scale
Appendix D: The L2 Writer Self-Efficacy Scale
References
Chapter 6: Exploring the Nexus of SRL Strategies and Individual Differences
6.1 Introduction
6.2 Methodology
6.2.1 Participants
6.2.2 Instruments
6.2.2.1 Developing Self-Regulated Writer Survey
6.2.2.2 Writing Test
6.2.3 Procedures
6.2.4 Data Analysis
6.2.4.1 A Multivariate Analysis of Variance (MANOVA)
6.2.4.2 Independent-Samples T-Tests
6.2.4.3 Pearson Product-Moment Correlations
6.2.4.4 Multiple Regression Analysis
6.2.4.5 Effect Size
6.3 Results
6.3.1 SRL Strategies and Social Factors
6.3.2 SRL Strategies and Psychological Factors
6.3.3 Writing Proficiency, SRL Strategies and Psychological Factors
6.3.4 Predictive Effects on Writing Performance
6.3.4.1 SRL Strategies on Writing Test Scores
6.3.4.2 Motivational Beliefs on Writing Test Scores
6.3.4.3 Self-Efficacy on Writing Test Scores
6.4 Discussion
6.4.1 SRL Strategies and Social Factors
6.4.2 SRL Strategies, Motivational Beliefs and Self-Efficacy
6.4.3 Differences Between High Writing-Proficiency and Low Writing-Proficiency Students
6.4.4 Effects of SRL Strategies, Motivational Beliefs and Self-Efficacy on Writing Performance
6.4.4.1 SRL Strategies and Writing Performance
6.4.4.2 Motivational Beliefs and Self-Efficacy on Writing Performance
6.5 Summary
Appendices
Appendix A: The Adapted Version of the Motivated Strategies for Learning Questionnaire (MSLQ)
Appendix B: Writing Topics
Appendix C: Jacob et al.´s (1981) Scoring Profile
References
Part III: Self-Regulation Strategy Instruction in L2 Writing Classrooms
Chapter 7: Investigating the Effectiveness of Self-Regulation Strategy Intervention
7.1 Introduction
7.2 Methodology
7.2.1 Participants
7.2.2 Instruments
7.2.2.1 Developing Self-Regulated Writer Survey
7.2.2.2 Pre-, Post- and Delayed Post-Writing Tests
7.2.2.3 Classroom Observations
7.2.3 Self-Regulation Strategy Instruction
7.2.4 Selection of the Targeted SRL Strategies
7.2.5 Teacher Training
7.2.6 Procedures
7.2.7 Data Analysis
7.2.7.1 Independent-Samples T-Tests and Paired Samples T-Tests
7.2.7.2 Analysis of Covariance (ANCOVA)
7.3 Results
7.3.1 Comparison of Baseline Conditions
7.3.1.1 Social Factor Differences
7.3.1.2 Writing Test Scores
7.3.1.3 SRL Strategies
7.3.1.4 Motivational Beliefs and Self-Efficacy
7.3.2 Changes of Writing Performance
7.3.2.1 Writing Test Score Gains Within Each Group
7.3.2.2 Comparison of Writing Test Score Gains Between Two Groups
7.3.3 Changes of SRL Strategies
7.3.3.1 Cognitive Strategies
7.3.3.2 Metacognitive Strategies
7.3.3.3 Social Behaviour Strategies
7.3.3.4 Motivational Regulation Strategies
7.3.4 Changes of Motivational Beliefs
7.3.5 Changes of Self-Efficacy
7.4 Discussion
7.4.1 Effects on Writing Performance
7.4.2 Effects on SRL Strategies
7.4.2.1 Cognitive Strategies
7.4.2.2 Metacognitive Strategies
7.4.2.3 Social Behavioural Strategies
7.4.2.4 Motivational Regulation Strategies
7.4.3 Effects on Motivational Beliefs
7.4.4 Effects on Multiple Factors of Self-Efficacy
7.5 Summary
Appendices
Appendix A: Writing Topics
Appendix B: A Classroom Observation Sheet
Appendix C: A Revision Checklist
References
Chapter 8: Developmental Trajectories of SRL: Evidence from A Case Study
8.1 Introduction
8.2 Methodology
8.2.1 Participants
8.2.2 Instruments
8.2.2.1 Semi-structured Interviews
8.2.2.2 Reflective Journals
8.2.3 Procedures
8.2.4 Data Analysis
8.3 Results
8.3.1 Lei´s Story: A Low-Proficiency Writer before the Intervention
8.3.1.1 Motivational Beliefs and Self-Efficacy
8.3.1.2 Understanding and Use of Writing Strategies for SRL
8.3.2 Lei´s Story: A Low-Proficiency Writer After the Intervention
8.3.2.1 Motivational Beliefs and Self-Efficacy
8.3.2.2 Understanding and Use of Writing Strategies for SRL
8.3.3 Bin´s Story: A High-Proficiency Writer Before the Intervention
8.3.3.1 Motivational Beliefs and Self-Efficacy
8.3.3.2 Understanding and Use of Writing Strategies for SRL
8.3.4 Bin´s Story: A High-Proficiency Writer After the Intervention
8.3.4.1 Motivational Beliefs and Self-Efficacy
8.3.4.2 Understanding and Use of Writing Strategies for SRL
8.4 Discussion
8.4.1 Development of Psychological Factors
8.4.2 Development of SRL Strategies
8.5 Summary
Appendix A: Students´ Interview Schemes in the Pre-test and the Post-test
References
Chapter 9: Summary, Implications and Recommendations
9.1 Summary of Major Findings
9.1.1 Relationships of SRL Strategies, Motivational Beliefs and Self-Efficacy
9.1.2 Effectiveness of Self-Regulation Strategy Instruction
9.2 Theoretical Implications
9.3 Pedagogical Implications
9.3.1 What Are the Practical Implications of the WSSRLQ?
9.3.2 What Are the Practical Implications of the L2SES?
9.3.3 What Are the Practical Implications of the Self-Regulation Strategy Instruction?
9.4 Recommendations for Future Research
9.4.1 Diversifying Measurements of SRL Strategies
9.4.2 Investigating Multidimensional SRL Strategies
9.4.3 Extending Research Contexts and Population Groups
9.4.4 Extending Theoretical Perspectives on SRL in L2 Learning
9.4.5 Implementing SRL Instruction in Classroom Environments
References
