Developmental Trajectories in L2 Writing Strategy Use: A Self‐Regulation Perspective

Abstract

This study adopts Oxford's (2017) definition of language learning strategies (LLS) framed by self‐regulation theory and explores the longitudinal development in the use of three second language (L2) writing strategies (global planning, local planning, L1‐to‐L2 translation) by Japanese university students as it interacts with cognitive, affective, and environmental variables. The study is innovative in its use of a comprehensive, theoretically supported definition of LLSs, a long observation period, and its use of an explanatory sequential mixed methods design. Mixed effects modeling, which provides the main statistical analysis, enabled us to simultaneously investigate the participants’ strategy use at both group and individual level while relating these findings to the participants’ emic data from a self‐regulation perspective. The results reveal that (a) developmental trajectories in LLS use were differentially affected by other cognitive and environmental factors at both group and individual level, (b) the self‐regulation perspective was useful in explaining the systematicity and individuality observed in the developing use of the three strategies, and (c) students’ motivation related to study abroad experiences may be a key factor in understanding such trajectories.

Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context

“…These strategies are distinct but interact with one another in the metacognitive process. As Paris and Winograd ( 1990 ) explained, metacognition is a cyclical process of engaging “self-appraisal and self-management of cognition” (p.17), through which cognitive and personal reflection on knowledge states and abilities, and mental processes that orchestrate different dimensions of problem-solving function together and provide an overall view of learners’ thought processes. The sums of the eight strategies collectively indicate the learners’ overall metacognition levels.…”

“…In realizing such a goal, student writers may face constraints in taking control of academic writing. The development of academic writing is in the hands of those who understand, plan, set goals for writing tasks and react to, and reflect on what has been written (Sasaki et al, 2018). In this respect, we see a potential in assessing EFL learners' use of metacognitive academic writing strategies and the predictive effects of metacognitive writing strategies on academic writing.…”

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

“…However, Arroyo et al (2021) and Arroyo et al (in press), show that the use of technological resources, applications, and tools, integrated into a well-structured digital system, favour writing metacognition. For its part, studies in L2 highlight the application of didactic strategies for learning writing metacognition (Eckstein & Ferris, 2018;Sasaki et al, 2018), in order to respond to the needs detected in university students. Some of these needs are dedication of more time to read, think, formulate, review, and edit texts, or the lack of a lexicon and a varied syntax (Kwon, 2009;Mu & Matsuda, 2016).…”

The dynamism of strategic learning: Complexity theory in strategic L2 development

“…The body of CDST-related literature in the strategy field is also steadily expanding with whole chapters being dedicated to the discussion of complexity in strategic learning (Oxford, 2017;. Other recent examples of complexity-related strategy research, albeit without overtly building on CDST, have been published by Cohen and Wang (2018) and Sasaki, Mizumoto, and Murakami (2018). Cohen and Wang (2018) conducted an empirical study about fluctuation in the functions of LLS with a reference to complexity theory in the discussion of the findings.…”

“…Cohen and Wang (2018) conducted an empirical study about fluctuation in the functions of LLS with a reference to complexity theory in the discussion of the findings. Sasaki et al (2018) investigated the developmental trajectories in L2 writing strategies in a mixed-methods study that incorporates a multitude of contextual influences. Further empirical work is underway by Oxford and Gkonou (in press), who analyze the complexity of emotion regulation strategies, and MacIntyre and Gregersen (2019), who conduct a pre-post, nonverbal strategy training study with change-point analysis.…”