Self-regulation and personality among L2 writers: Integrating trait, state, and learner perspectives

Jackson, Daniel O.; Park, Siwon

doi:10.1016/j.jslw.2020.100731

Cited by 20 publications

(11 citation statements)

References 18 publications

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“…Large-scale questionnaire studies have shown the value of SRL strategy use in relation to L2 writing performance ( Teng and Zhang, 2016 ; Csizér and Tankó, 2017 ). Such studies have revealed the individual differences that correlate with SRL strategy use, such as personality ( Jackson and Park, 2020 ), self-efficacy ( Teng, 2021 ), motivational belief ( Bai and Wang, 2021 ), and mindset ( Bai and Wang, 2020 ). SRL strategy intervention studies have further revealed the effectiveness of explicit cognitive and metacognitive strategy use on L2 writing achievements ( Hu and Gao, 2017 ; Chamot and Harris, 2019 ; Teng and Zhang, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

2022

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Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language (L2) writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language (EFL) learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires (one per feedback source). In addition, four learners followed a think-aloud protocol while revising and responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use.

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Section: Literature Reviewmentioning

confidence: 99%

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

2022

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“…In this context, the interviews were effectively helpful to understand the doctoral students' experiences and also provided a useful description of the collected data (Wang & Li, 2014). The questions were developed based on how the students processed their strategies, evaluated and improved their strategies, and increased motivation (Jackson & Park, 2020). The guidelines had been piloted to other doctoral students and revised based on the feedback received from two experts.…”

Section: Methodsmentioning

confidence: 99%

Self-Regulated Writing (Srw) Strategies During the Completion of Dissertation: A Case Study

Arianto

Wulyani

2022

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Previous studieshave highlighted the benefits of self-regulated writing (SRW) strategies in the EFL/ESL context. However, little is known about the use of these strategies inthe process of completing a dissertation. Anchored by the limitations of previous studies, this case study aimed to investigate and understand the use of SRW strategies by Indonesian doctoral students majoring in English Language Education. Through purposive sampling, four doctoral students at a public university in Indonesiawere selected as the participants. The data were collected through semi-structured interviews. The qualitative data analysis indicated that the participants used eight SRW strategies, namely idea planning, noticing, text processing, selecting physical environments, seeking social assistance, feedback handling, goal-oriented monitoring and evaluating, and self-talk. This article provided descriptions and explanations of how each strategy was used in the process of completing the participants’ dissertations. The findings of this study also provide pedagogical implications especially in raising doctoral students’ awareness in using SRW strategies as well as contributing to the theoretical development of SRW theory.

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“…There is a growing interest in concepts of self-regulation in language learning ( Jackson and Park, 2020 ) because of its crucial role in the writing process ( Hawe and Dixon, 2014 ; van der Kleij, 2020 ). Drawing on sociocultural and social cognitive theories, Teng and Zhang (2016) conceptualized a multidimensional construct of EFL writing strategies for SRL, including cognitive strategies (text processing and knowledge rehearsal), metacognitive strategies (goal-oriented monitoring and idea planning), social behavioural strategies (feedback handling and peer learning), and motivational regulation strategies (motivated self-talk, interest enhancement, and emotional control).…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance

Liu²,

Xu³

2022

Front. Psychol.

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The current study examines the effect of teacher feedback on fostering self-regulated English-as-a-foreign-language (EFL) writers. Adopting a quasi-experimental design, this study was conducted among seventy students from two parallel intact English writing classes at the tertiary level. While conventional feedback at the level of task was used in the control group, feedback at the level of process and self-regulation with supplementary activities was adopted for the treatment group. This SRL-based feedback intervention lasted one semester. Students took a pre-test, an immediate and a delayed post-test to measure their improvement in English writing performance, as well as their use of writing strategies for self-regulated learning (SRL), with a questionnaire. The results reveal that the SRL-based feedback intervention had a positive impact on EFL student writers’ writing performance as well as their reported use of SRL writing strategies. While the analytic writing scores for the subcategories of organisation, vocabulary and content significantly increased over time for the treatment group, there was little change in language use. ANCOVA analyses suggest significantly positive results for the treatment group in the improvement of SRL writing strategies with goal-oriented monitoring, knowledge rehearsal, feedback handling, and interest enhancement, and the intervention also developed the use of SRL strategies for text processing, idea planning, motivational self-talk, and emotional control.

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Self-regulation and personality among L2 writers: Integrating trait, state, and learner perspectives

Cited by 20 publications

References 18 publications

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

Self-Regulated Writing (Srw) Strategies During the Completion of Dissertation: A Case Study

Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance

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