Examining the relationship between socioeconomic status, self-regulated learning strategies, and writing proficiency in English as a second language learning context.

Abstract

This study investigates the relationship between socioeconomic status (SES), self-regulated learning strategies (SRLSs), and writing proficiency of complexity, accuracy, and fluency (CAF) in English as a second language writing learning context, using Bourdieu's theory of social practice as a framework. This study's conceptual model specifies that both SES and SRLS positively predict CAF, and SES moderates the relationship between SRLS and CAF. This study collected questionnaire data and argumentative writing samples from 381 Chinese university students and analyzed the data using partial correlation and structural equation modeling. The results showed that SES and SRLS were significantly related to complexity and accuracy but not to fluency. SES significantly moderated the relationship between SRLS and writing complexity and accuracy but not fluency. SES's moderating effects on the relationship between SRLS and complexity and accuracy increased from low SES to middle SES to high SES. SES's moderating effects on both SRLS's and SRLS facets' relation to fluency were complex and mostly nonsignificant. The implications of these findings are discussed, and limitations are noted. Educational Impact and Implications StatementThis study found that socioeconomic status (SES) and self-regulated learning strategies (SRLSs) significantly relate to writing complexity and accuracy but not to fluency in a university second language writing learning context. SES also has a significant moderating role in the relationship between SRLS and writing complexity and accuracy, with the effect increasing from low to middle to high SES. These findings highlight the importance of addressing both SES and SRLS in improving writing proficiency in university students. Educators and policymakers can use this information to develop targeted interventions and support for students from different SES backgrounds and to promote the development of SRLS in all students to enhance their writing skills and proficiency.

Genre-Based Teaching Approach and Problem-Based Learning (GBA- PBL) Application, Reading Strategies, and Self-Regulation

“…A plethora of studies conducted post-2014 delineate the criticality of reading strategies in fostering self-regulated learners. According to Zheng and Yu [41], fostering an environment where students are encouraged to set clear goals and monitor their progress becomes pivotal in the development of self-regulated learners, resonating profoundly with the data portrayed in Table 4.…”