Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model

Self-Regulated Writing of English Learners: Intervention Development

“…Nevertheless, this study contributes to the growing body of literature introducing and encouraging SRL instruction along with multilingual writing skills among ELs. Given the promising results from other studies (Fathi and Feizollahi, 2020;Teng and Zhang, 2020;Altas and Mede, 2021;Chen et al, 2021), and some evidence of students' appreciation of SRL knowledge in this study, we can conclude that SRL instruction, can potentially make writing courses enriching. To detect changes in ELs' SRL skills, however, future studies should employ more valid and powerful measures than the self-report surveys and journals.…”

“…This review of the small body of literature combining SRL and MW shows the mixture of correlational studies that examined relations between SRL and writing performance/quality (Farsani et al, 2014;Zhang, 2016, 2018;Han et al, 2021), four intervention studies reporting on students' writing quality and some SRL skills (Fathi and Feizollahi, 2020;Teng and Zhang, 2020;Altas and Mede, 2021;Chen et al, 2021), or proposed untested SRL writing programs/instructional practices (Oxford, 2011;Andrade and Evans, 2013). While these lines of research contribute to our understanding of how SRL associates with MW and four intervention studies provide initial evidence of improvement in MW and SRL skills, they do not provide conclusive results on how SRL writing instructional methods work in authentic settings.…”

“…A handful of scholars conducted the quasi-experimental intervention studies measuring undergraduate students' gains in multilingual writing and SRL skills (Fathi and Feizollahi, 2020;Teng and Zhang, 2020;Altas and Mede, 2021;Chen et al, 2021). For instance, Chen et al (2021) conducted a quasi-experimental study with undergraduate students (n = 102), targeting the revision instruction of the Self-Regulated Strategy Development (SRSD; Harris et al, 2011) in control, SRSD + genre-specific criteria, and SRSD + generic criteria conditions. The results showed that both SRSD conditions were more effective in improving students' text quality and revisions than the control group.…”

“…The results showed that both SRSD conditions were more effective in improving students' text quality and revisions than the control group. However, Chen et al (2021) did not measure students' SRL skills. In contrast, Teng and Zhang (2020) examined the effects of the SRL strategies-based writing intervention on Chinese undergraduate students (n = 80) multilingual writing proficiency, reported use of SRL strategies, and academic self-efficacy.…”

Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology

“…In China, with the accelerated pace of economic development and opening-up, the Chinese Ministry of Education (MoE) launched a new round of curriculum reform nationwide to meet the challenges of globalization. The Outline of the National Medium and Long-Term Education Reform and Development Plan (2010–2020) made it clear that the country has an increasing demand for employees with high levels of foreign language competence ( Chen et al, 2021 ; Liu et al, 2021 ; Wu et al, 2021 ), in particular, English language proficiency, considering English as a lingua franca ( Kecskes, 2019 ). Thus, a higher bar has been set for foreign language education and a distinct orientation toward developing students’ communicative competence and intercultural literacy can be found in MoE’s goal statements.…”