Self-regulated Learning and Second Language Writing: Fostering strategic language learners

231 Pages·2022·3.733 MB·

by  Lin Sophie Teng

English Language Education
Lin Sophie Teng
Self-regulated
Learning
and Second
Language
Writing
Fostering strategic language learners
English Language Education
Volume 26
SeriesEditors
ChrisDavison,SchoolofEducation,TheUniversityofNewSouthWales,Sydney,
NSW,Australia
XuesongGao,SchoolofEducation,TheUniversityofNewSouthWales,Sydney,
NSW,Australia
EditorialBoardMembers
Stephen Andrews, Faculty of Education, University of Hong Kong, Hong Kong,
China
AnneBurns,UniversityofNewSouthWales,Ryde,NSW,Australia
YukoGotoButler,PennGraduateSchoolofEducation,UniversityofPennsylvania,
Philadelphia,PA,USA
SureshCanagarajah,DeptsofAppliedLinguisticsandEnglish,PennsylvaniaState
University,UniversityPark,PA,USA
JimCummins,OISE,UniversityofToronto,Toronto,ON,Canada
ChristineC.M.Goh,NanyangTechnologicalUniversity,NationalInstituteof
Education,Singapore,Singapore
MargaretHawkins,DeptofCurriculum&Instruction,UniversityofWisconsin,
Madison,WI,USA
OuyangHuhua,FacultyofEnglishLanguage&Cultu,GuangdongUniversityof
ForeignStudies,Guangzhou,Guangdong,China
AndyKirkpatrick,DepartmentofHumanities,Lang&SocSci,GriffithUniversity,
Nathan,QLD,Australia
MichaelK.Legutke,InstitutfürAnglistik,JustusLiebigUniversityGiessen,
Gießen,Hessen,Germany
ConstantLeung,DeptofEduc&ProfStudies,King’sCollegeLondon,University
ofLondon,London,UK
BonnyNorton,Language&LiteracyEducDept,UniversityofBritishColumbia,
Vancouver,BC,Canada
ElanaShohamy,SchoolofEducation,TelAvivUniversity,TelAviv,Israel
QiufangWen,Box45,BeijingForeignStudiesUniversity,Beijing,China
LawrenceJunZhang,FacultyofEducation&SocialWork,UniversityofAuckland,
Auckland,Auckland,NewZealand
Thisseriespublishesresearchonthedevelopment,implementationandevaluationof
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Lin Sophie Teng
Self-regulated Learning
and Second Language
Writing
Fostering strategic language learners
LinSophieTeng
DepartmentofAppliedLinguistics
ZhejiangUniversity
Hangzhou,China
ISSN2213-6967 ISSN2213-6975 (electronic)
EnglishLanguageEducation
ISBN978-3-030-99519-5 ISBN978-3-030-99520-1 (eBook)
https://doi.org/10.1007/978-3-030-99520-1
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Preface
Self-regulated learning (SRL) is a robust learning theory that has been extensively
researchedineducationpsychologyforapproximately40years.Itisbestviewedasa
dynamicandcyclicalprocesscomprisingthesystematicuseoftask-relevantstrate-
gies during goal-directed activities and self-oriented feedback loops on learning
effectiveness.Arichbodyofempiricalresearchhasapplieddiversemethodologies
designedtoinvestigateSRLinfieldsasexpansiveasmathematics,reading,writing,
science, social studies, music, sports, psychology and teacher education. SRL
deliberately attempts to address the interactions of cognitive, motivational and
contextual factors rather than their isolated contributions, and thus it is favourable
forguidingsecond/foreignlanguage(L2)teachingandlearning.Althoughthefield
of SRL has transitioned into a ‘mature’ phase in the realm of educational psychol-
ogy,itisunfortunatelyanareaofresearchwhosetheoreticalprincipleshavenotbeen
sufficientlyappliedtoL2education.IpostulatethatSRLtheorywouldbeespecially
conducivetopromotingactiveandproductivelearning,asSRLprinciples,measure-
ments and practices have a solid ground for enriching L2 learning and teaching,
offeringacomplexandbroadrangeofresearchpossibilities.
Focus of This Book
ThisbookistoinvestigatepracticalapplicationsandcontributionsofSRLtheoryto
L2writing.InPartI,thebookfirstshowcasesacomprehensiveandupdatedreview
ofconceptualandmethodologicalissuesofSRLandthestate-of-the-artresearchon
itsapplicationstoL2learningandteaching.Itcontinuestopresentacriticalreview
ofempiricalstudiesonSRLstrategiesandconceptualandmethodologicalissuesin
writingcontexts.
v
vi Preface
Part II elaborates a cross-sectional study designed to examine how different
dimensions of SRL strategies interacted with social (gender and year level), psy-
chological(goalorientation,taskvalue,anxiety,controloflearningbeliefsandself-
efficacy) and linguistic (writing proficiency) factors in L2 writing. This part first
reportsthedevelopmentandvalidationoftwoquantitativetools:WritingStrategies
for Self-regulated Learning Questionnaire (WSSRLQ) and L2 Writer Self-efficacy
Scale (L2WSS).Fromasociocognitiveview ofwriting,theWSSRLQ was theoret-
icallydesignedandstatisticallyvalidatedtomeasurethemulti-dimensionalstructure
ofSRLstrategiesincludingcognition,metacognition,socialbehaviourandmotiva-
tional regulation. The L2WSS was validated to be a robust tool for measuring
multiple factors of self-efficacy entailing linguistic self-efficacy, self-regulatory
efficacyandperformanceself-efficacyinL2writing.
PartIIfurtherinvestigateshowindividualcharacteristicsaffectSRLstrategiesin
L2 writing. Quantitative data collected from self-developed questionnaires and
writingtestsshowedthatyearlevelandwritingproficiencyweresignificantfactors
affecting students’ reported use of SRL strategies while gender was not. Multiple
regression analyses revealed that different dimensions of SRL strategies (text
processing, goal-oriented monitoring, idea planning and motivational self-talk)
interacted with motivational beliefs and self-efficacy; these strategies made signif-
icant, independent contributions to students’ writing performance. The findings
provideabetterunderstandingofhowindividualdifferences functionasanimpor-
tantsetofproximaldeterminantsofhumanself-regulationinL2writing.
In Part III, this book reports a longitudinal intervention study designed to
evaluate the effectiveness of self-regulation strategy instruction on students’ SRL
strategies, motivational beliefs, self-efficacy and writing performance. Using a
mixed-methods approach, this quasi-experimental study collected data from
80 undergraduate students who were enrolled in an academic writing course in a
Chinese university. The intervention group received a self-regulation writing
instructionprogramme,includingtheimplementationofaclusterofSRLstrategies,
while the control group received the standard writing instruction programme only.
All the participants were invited to complete pre-, post- and delayed post-writing
testsalongwithself-reportquestionnairesatthebeginningandendoftheinterven-
tion. Follow-up case studies were conducted via semi-structured interviews and
reflective journals. Findings together revealed that self-regulation strategy writing
instruction was successful in promoting L2 students’ active use of a range of SRL
strategiesandindevelopingapositiveattitudetowardswritingwithhighmotivation
andself-efficacy,whichalsocontributedtobetteracademicoutcomes.
Why This Book?
Thisbook
(cid:129) Incorporatesbothpractice-basedinformationandcutting-edgeresearchforapply-
ingSRLtheorytoL2learningandteaching
Preface vii
(cid:129) Introduces and validates new conceptual frameworks for evaluating
multidimensionalstructuresofSRLstrategiesandself-efficacyinL2writing
(cid:129) Providesaccessibletoolsforresearchers,practitionersandL2learnerstoappraise
thedegreeof,andcultivatetheawarenessof,SRLstrategiesandself-efficacyin
L2writing
(cid:129) Reveals dynamic interactions of SRL strategies with social, psychological and
linguisticfactors
(cid:129) Demonstrates the effectiveness of an SRL instructional model for nurturing L2
learners’motivationandconfidencetostrategise,reflectandsucceedinwriting
(cid:129) Provides theoretical and instructional guidance in designing and innovating
writing curriculum and pedagogy for fostering self-regulatory capacity in L2
writing
Organisation of the Book
Thisbookiscomposedofninechapters.Chapter1brieflyintroducestheconstruct
of self-regulated learning and points out the importance of SRL strategies for L2
education. This chapter then provides a holistic view of the research rationale and
designsforinvestigatingthemulti-dimensionalstructureofSRLstrategiesincross-
sectionalandlongitudinalinterventionstudiesinL2writingcontexts.
Chapters 2–4 consist of Part I, which provides an extensive review of theories
and models of SRL and updated research on SRL strategies in writing contexts.
Chapter2,‘Self-regulatedLearningandLanguageLearningStrategies’,includesan
extensive,up-to-dateliteraturereviewofSRLandlanguagelearningstrategiesalong
with a critical review of different measurements for evaluating learning strategies.
Chapter 3, ‘Self-regulated Learning Strategies in Writing’, highlights some key
studies on SRL strategies and strategy instruction in both L1 and L2 writing.
Chapter4,‘SociocognitiveTheory,SocioculturalTheoryandSelf-regulatedLearn-
ing’, initially presents a sociocognitive view of SRL and highlights four essential
components (metacognition, motivation, self-efficacy and feedback loops) in SRL
processes.Thispartcontinuesexplaininghowsocicoculturaltheorywillbeusedto
interpret the design and findings of self-regulation intervention in writing
classrooms.
Chapters 5–6 form Part II, which presents an extensive description of the
relationships between multi-dimensional SRL strategies and individual differences
in terms of social, psychological and linguistic factors in L2 writing. Chapter 5,
‘DevelopmentandValidationofSelf-reportQuestionnaires’,proposesnewconcep-
tualframeworksofmulti-dimensionalSRLstrategiesandself-efficacybeliefsinL2
writing. This part then reports the development and validation procedures of two
self-reportquestionnairestomeasuremultidimensionalSRLstrategiesandL2writ-
ing self-efficacy respectively. Chapter 6, ‘Exploring the Nexus of SRL Strategies
andIndividualDifferences’,reportsacross-sectionalresearchdesignedtoexamine
viii Preface
how SRL strategies relate to social (age and gender), psychological (motivational
beliefsandself-efficacy)andlinguistic(writingproficiency)factorsinL2writing.
Finally, Chapters 7–9 make up Part III. This part is devoted to examining the
effectiveness of self-regulation strategy instruction through a quasi-experimental
design by using a mixed-methods approach. Chapter 7, ‘Investigating the Effec-
tiveness of Self-regulation Strategy Intervention’, reports on a quasi-experimental
study,designedtoevaluatetheeffectsofself-regulationstrategywritingintervention
on SRL strategies, motivational beliefs, self-efficacy and writing proficiency. This
chapter presents a thorough description of the methodology, findings and discus-
sionsofthedatacollectedfromthequantitativemeasuresincludingpre-,post-and
delayed post- writing tests and pre-and-post questionnaires. Chapter 8, ‘Develop-
mental Trajectories of Self-regulated Learning: Evidence from A Case Study’,
reports a case study design, which collects data from semi-structured interviews
andreflectionjournalstodescribethedevelopmentaltrajectoriesofparticipantswho
hadtakenpartintheself-regulationstrategyinstructionprogramme.Finally,Chap-
ter9,‘Summary,ImplicationsandRecommendations’,presentsanintegratedsum-
maryoftheessentialfindingsgeneratedfromPartIIandPartIII,anddiscussesthe
theoretical and pedagogical implications. Recommendations for further studies are
alsoproposedinthischapter.
Hangzhou,China LinSophieTeng
Acknowledgements
I would like to express my deepest appreciation to my PhD supervisor Professor
Lawrence Jun Zhang who has inspired my interest in exploring self-regulated
learning in L2 research and has had a profound influence in my academic career.
Without his professional guidance and constant support, this book would not be
availabletothepublic.Asmyacademicmentor,hisadviceonbothmyresearchand
mycareerhasbeenpriceless,motivatingmetostrivetowardsmygoal.
I am also incredibly grateful to my family members, my mom, Shufen Liu; my
husband, Da Liu; my lovely baby boy, Hanxi; as well as my younger sister, Hui
Teng.Thankyouforyourcompanyandemotionalsupport.Yourpresenceinmylife
inspiresmetobecomethebestpersonthatIcanbewithpowerandsunshineinmy
heart.Youaremystrengthintheupsanddownsoflife.
ItshouldalsobenotedthatthecompilationofthisbookisrevisedfrommyPhD
thesis, which I completed at the University of Auckland, New Zealand. Some
chaptersofthebookarealsoinformedbyfourresearcharticlesthatIhavepublished
inTheModernLanguageJournal,TESOLQuarterly,JournalofSecondLanguage
WritingandLanguageTeachingResearch.
ix