Using Self-Regulated Strategy Development (SRSD) to Develop EFL Reading and Writing Skills

Abstract

The present paper aims at shedding light onself-regulation and self-regulated strategy development as an instructional approach designed to enhanceFL learners' strategic behavior, knowledge, and motivation, which in turn may affect their EFL writing skills. Different studies conducted in the field of EFL inside and outside Saudi Arabia to develop writing skills are surveyed. The paper depends on the descriptive method that covers the theoretical background of using the SRSD in developing EFL writing skills. Furthermore, the researcher depended on her experience in teaching reading and writing to Saudi college students and the results of their achievementtests. The papertried to investigate different definitions of self regulation and metacognition as its main aspect , beside different self-regulated strategies. The paper also discusseda cyclical model of self regulation from social-cognitive theory and research. Harris and Graham's SRSD model is coveredalso. This is followed by an analysis of teacher's role in using this approach.Conclusions are based on the conclusions obtained from review of literature and previous studies. These conclusionsmay be useful to be applied in the Saudi context generally and in Majmaah University specifically as they part of the EFL context. Problem of the study In spite of the importance of reading and writing skills , they still form a challenge for EFL Saudi students .Great number of students struggle to master them. The problem of the present study is represented in the weakness in writing and reading skills among EFL Saudi college students. Thus the present study tries to find an effective approach or method that help develop both skills. The suggested strategy is called Self-Regulated Strategy Development (SRSD) based on self-regulated learning. Significanceof the study The present study sheds light on an important trend in the field of EFL instruction that has not received attention in spite of being effective, self-regulated learning. The present study uses SRSD to develop reading comprehension which consequently affects and facilitates the development of writing skills. Thus, solving the problem that most EFL students in Saudi colleges face when studying basic EFL skills in the lower levels of the college.

Attitude of Science and Technology Education Lecturers and Students Towards Using Metacognitive Strategies in Colleges of Education in North-East Nigeria

“…The conscious use of the Metacognitive Awareness Inventory (MAI) and Teaching Performance Checklist, and the positive attitude devoted to the use of metacognitive learning strategies discovered not only the importance of metacognitive teaching strategies but recommended the use of metacognitive skills which could improve both teachers' and students' performance. The finding of the study is further supported by Sanad (2014) who held that students who demonstrate a wide range of metacognitive skills (adopting positive attitude to metacognitive learning strategies) perform better in examinations and are able to complete their work more efficiently. Such students are self-regulated learners who make use of the "right instruments" and modify learning strategies and skills based on their awareness of effectiveness.…”