Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Malpique, A.; Simão, Ana Margarida Veiga; Frison, Lourdes Maria Bragagnolo

doi:10.1515/plc-2017-0012

Cited by 4 publications

(5 citation statements)

References 46 publications

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“…In line with this study, Sanad (2014) also concluded that self-regulated learning contributed to the development of writing skills depended on students' selfevaluation, self control, and self-reinforcement. Further, a cross cultural report was investigated in relation with self-regulated strategies for school writing task in which it implies different type of strategies of the students to regulate their writing affected by different cultural backgrunds and gender diversity (Malpique, Simao, & Frison, 2017). In addition, self regulation was assessed with writing beliefs and epistemology of pre-service teachers in their academic writing task, and their beliefs about learning writing were indicated to have important role in their selfregulation behaviours (Hammann, 2005).…”

Section: Self-regulated Learning In Academic Writingmentioning

confidence: 99%

“…In other words, students regulate their writing behaviour through some strategies. Revision is one of the units of writing personal strategies aside from planning, organizing, self-evaluating, recalling/creating mental images, time planning, readers' awareness (Zimmerman, 1989;Malpique et al, 2017). Further help-seeking as social/environmental strategy is also deployed to regulate the students' self regulation in writing processes.…”

Section: Self-regulated Revision On Academic Writingmentioning

confidence: 99%

“…Assessing pre-service teachers' self-regulated learning strategy, the researcher used the instrument developed and validated by Malpique and Veiga Simão (as cited in Malpique et al, 2017). The questionnaire followed the categories of self-regulated learning strategy by Zimmerman (1989) including environmental (environmental structuring, help-seeking), behavioral (selfmonitoring, self-consequating, self-verbalising), and personal strategies (time planning, self-evaluating, planning, revising, organizing, readers' awareness, recalling/creating mental images).…”

Section: Instrumentsmentioning

confidence: 99%

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

Nabhan

2019

Bahasa

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

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Section: Self-regulated Learning In Academic Writingmentioning

confidence: 99%

Section: Self-regulated Revision On Academic Writingmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

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

Nabhan

2019

Bahasa

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“…The results show that male and female ELED students are not significantly different in implementing SRL strategies in academic writing. It means that the students in this research experienced what Shen and Bai [34] argued the difference between believing that gender is only a biological construct and believing that gender is a social construct may explain the non-significant gender effects. Moreover, gender differences in SRL disappear when gender stereotypes or beliefs about gender are considered [35].…”

Section: Discussionmentioning

confidence: 90%

Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders

Murtiningsih,

Laili

2023

E3S Web Conf.

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Six categories—motivation, method, timing, performance, physical environment, and social environment—are used to classify self-regulated learning (SRL) processes in academic writing. Due to the more difficult academic papers, they must write in English, university students may adopt SRL methods when generating academic writing. Students who are male or female may have various preferences when it comes to using SRL techniques in academic writing. The purpose of this study is to examine the aspect of SRL that English Language Education Department (ELED) students use the most frequently and to determine whether there is a statistically significant difference in the attitudes of male and female ELED students toward the usage of SRL tactics in academic writing. The research design for this study is a survey, and it uses a quantitative methodology. 112 ELED students from the 2019 batch participated in this study and answered the “The six dimensions of SRL in academic writing” questionnaire, which was adapted from Abadikhah, Aliyan, and Talebi (2018). The results showed that students implement all six aspects equally, with the social environment dimension having the highest mean (M=3.76, SD=.60) and the time dimension having the lowest mean (M=3.09, SD=.65). The t-test result is.439. This means that the significance level is less than 0.05 (2-tailed). Therefore, it may be inferred that attitudes concerning the use of SRL methods in academic writing are similar for both male and female students.

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“…Specifically, for this study, it is relevant to understand the interventions developed based on the process approach. One of the lines that has made the most progress in this regard is the one on teaching strategies (Harris et al, 2011;Malpique, Veiga, & Frison, 2017), focused on integrating self-regulation and writing in intervention programs. Scientific evidence has demonstrated that teaching strategies has achieved a significant impact on the writing performance of students with different levels of schooling.…”

Section: Introductionmentioning

confidence: 99%

Effects of a self-regulating writing course on academic text production in a PhD and Master sample

Rincón

Martínez

2021

Tesis Psicol

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Objective: This article presents the results of a study with an experimental design; whose objective was to examine the effects of a virtual learning environment focused on the self-regulation of writing on the development of self-regulation and academic writing skills. Background: The course design presented here is based on the idea that writing should be taught as a process, not as a product, which requires training students in the use of cognitive and metacognitive strategies. For this reason, the course set out to increase two skills: 1) the ability to self-regulate academic text writing process and 2) metacognitive awareness. Methodology: In an experimental design, 46 master and doctoral students participated in the 12 – week course, designed to be implemented in an online modality, through the Moodle learning management system. Given the self-regulating nature of this intervention proposal, didactic tools were created enabling the subject to identify and learn about their own processes and the resources they usually employ to develop writing tasks. To that end, the course has two specific strategies: a self-regulating writing scaffolding (SWS) and different tools to increase metacognitive awareness (IMA). The effects of these strategies were observed separately and combined. Results: A first aspect to consider with respect to the effects of the SWS on factors associated with self-regulation is the increase in motivation at the end of the intervention, this, by incorporating strategies such as the explicit formulation of goals, self-evaluation and the explanation of the usefulness and functionality of the task. Regarding achievements reached in improving writing, the SWS also proves to be the most effective for this purpose. Modelling specific behaviours such as choosing specific objectives for the writing task, the formulation of a defined and explicit plan, monitoring behaviours, self-evaluation and self-reinforcement are determinants to reach higher levels of writing.

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Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Cited by 4 publications

References 46 publications

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

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

Self-Regulated Learning Strategies on Academic Writing: Differences Between Genders

Effects of a self-regulating writing course on academic text production in a PhD and Master sample

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