Pre-Service Teachers’ Self-Regulated Learning Strategy, Motivation, and Revision Behaviors in Efl Academic Writing

Abstract

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

Investigating the relationship between the perception of self-efficacy and the use of self-regulated learning strategies in the English writing skill

“…As for the utilization of SRW strategies, the overall average score of the section displayed that students' reported use of these strategies was in the slightly-high frequency range. This finding partly supports the previous research that documents moderate to slightly-high use of writing strategies (Abadikhah, Aliyan, & Talebi, 2018;Nabhan, 2019), but it is not much agreement with the earlier studies which reported the medium-level use of writing strategies (Bai & Guo, 2018;Teng, 2016) in different EFL contexts. The possible explanation for participants' not reporting "very high" use of SRW methods might be that many university students are not much exposed to the explicit strategy-based instruction in writing (Teng, 2016;Woodrow, 2011;Zhang, Aryadoust, & Zhang, 2016) and therefore, they may not have enough experience regarding how to benefit from the related strategies or in what contexts those strategies should be implemented, even if they may have an idea of what these strategies refer to (Zhang, 2008).…”