Self-Regulated Learning and Sociodemographic Factors in Students’ L1/L2 Writing Proficiency

Abstract

Background: Academic writing is a complex and demanding activity in which students have to regulate their (meta)cognitive, motivational, and linguistic processes and self-regulatory writing strategies might serve as a tool to accomplish writing tasks. The research was done as part of a verification of Zimmerman & Risemberg’s (1997) model of self-regulation in writing. Previous research on the relationships between students’ self-regulated learning (SRL) and writing performance has suggested their positive impact. Purpose: This paper provides insights into Croatian university students’ first/second language (L1/L2) writing performance regarding the SRL strategy use. Method: Students’ written performance in both L1 (Croatian) and L2 (English) was checked, and the contributions of SRL and sociodemographic factors were explored. A total of 104 students from the initial and final years of teacher education study were included in the research. A quantitative research method was used including the following instruments: The learning orientation scale, the Perceived academic control scale, the Croatian version of the values subscale, Writing strategies questionnaire.Results: Descriptive analyses revealed that students’L1/L2 writing proficiency was on average. There was no difference between L1 and L2 writing proficiency. Furthermore, the study showed that students mostly initiated learning goal orientation, writing tasks were valuable to them and they had more results of academic control over the mentioned tasks. Participants mostly used the most effective writing strategy - checking and correcting the text. The final study year students had better L1 writing proficiency compared to the initial study year students. Such results were expected since students were exposed to the extensive L1 academic experience, which was not the case with the exposure to learning English as a foreign language (EFL learning), resulting in a lower level of L2 essay writing proficiency. Success in L1 writing proficiency was explained more by cognitive and less by sociodemographic and motivational factors. The greater academic control over writing assignments and the lower goal orientation on avoiding effort was shown, the greater success was achieved. Success in L2 writing proficiency was mostly explained by cognitive factors, but also significantly by some sociodemographic and motivational factors. The higher GPA in L2 and the less asking for help and writing by the model strategy was employed, the greater success in writing assignments was achieved. The study indicated the importance of mastering SRL, especially cognitive factors in both L1 and L2 learning. Implication: The implications of the study were discussed which may benefit L1/L2 teachers to teach their students SRL writing strategies by which students could self-regulate their thoughts, feelings, and behaviours throughout the writing process to achieve academic success.

Self-Efficacy (SE) and Motivation of the Indonesian Teacher Educator Authors (TEAs) in Writing Articles for Publication: The Bloom Digital Taxonomy (BDT) Perspective

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“…The results of Mirovic and Knezevic (2018) and the current study explored the details of strategies and self-efficacy (SE), except for the affective domain in the Bloom Digital Taxonomy (BDT). Using the findings of recent studies (Wardhana, 2022;Umamah et al, 2022;Nikcevic-Milkovic et al, 2022;Yicai & Xueai, 2021;Blankenstein et al, 2019;Mirovic & Knezevic, 2018), it was concluded that self-efficacy (SE) has been examined from different perspectives and the current study adds new insights to existing knowledge of the Bloom Digital Taxonomy (BDT).…”

“…Self-efficacy (SE) was categorised according to the Bloom Digital Taxonomy (BDT) in the current study. Recent studies provided empirical evidence of self-efficacy (SE), which was synthesised from several surveys (Wardhana, 2022;Umamah et al, 2022;Nikcevic-Milkovic et al, 2022;Yicai & Xueai, 2021;Blankenstein et al, 2019;Mirovic & Knezevic, 2018). It was concluded that self-efficacy (SE) had been sufficiently addressed, therefore, the current study added new insights into self-efficacy (SE), which were compared and contrasted in the discussion.…”

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“…In heutagogy or self-determined learning, teachers play a role as a password for learners to allow them to access their learning expedition (Moore, 2020). After the journey begins, learners need to be able to choose and decide on their subject to learn in order to achieve their academic success (Gillaspy & Vasilica, 2021;Kenyon & Hase, 2013;Nikcevic-Milkovic et al, 2022). Blaschke (2012) further explained that SDL created a process.…”

Encouraging Creativity: Reading and Writing Short Stories

“…[13] Confidence in writing skills also motivates students to be creative, supported by feedback that can have an impact on the development of intrinsic motivation and encourage their desire to find better solutions and strategies. [14] Grade 6 teachers at Al Fath School Indonesia have an interesting strategy in encouraging students to be creative in writing short stories. Every year, they provide special training for its students, especially those in grade 6.…”