Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study

Abstract

This mixed-methods study investigated the impacts of the self-regulated strategy development (SRSD) model on the self-efficacy of students for text revision in English-as-a-foreign-language (EFL) writing at the tertiary level. An SRSD treatment group and a comparison group were involved in this quasi-experimental design research. Both groups completed a self-efficacy scale before and after the instruction, and six SRSD-trained students participated in pre- and post-test interviews. The quantitative analyses did not detect any significant differences between groups, suggesting that the SRSD instruction did not influence the self-efficacy of participants for text revision. The qualitative findings provided insights into the quantitative results. The interview data indicated that the interviewees might have overestimated their revision abilities before instruction and, with the relatively more accurate estimation of their abilities resulting from receiving the SRSD instruction, the over-time comparison of their responses to the self-efficacy scale did not reveal any statistically significant changes. Our findings suggest that students might have recorded evidence of closer calibration between judgments of their revision abilities and their actual performance after SRSD instruction. The implications of the findings were discussed and directions for further studies were provided.

Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)

“…The self-report questionnaire is prominently used to gather holistic and comprehensive information about metacognitive factors in foreign language writing. For example, the use of questionnaires provides holistic and large-scale information about learners' metacognitive activity (e.g., Karlen, 2017;Zhang and Qin, 2018; see also Chen et al, 2021). Questionnaires can stimulate and solicit individual perceptions and interpretations of language learners' own learning experiences, gathering data that can provide explanations for their behaviors (Dörnyei, 2011;Iwaniec, 2020).…”

“…However, research on metacognitive experiences in L2 writing has not gained much attention, despite L2 writing being a common experience for millions of learners. For Chinese EFL learners, EFL writing instruction focuses on passing exams at the expense of active learning (Yang andGao, 2013, Yu, 2020;Chen et al, 2021), which might impact their metacognitive experiences in learning to writing. This study focuses on the often-overlooked dimension of metacognitive experiences.…”

Strategies for meaningful learning in higher education

“…Knowledge of a broad vocabulary by teachers and students facilitates the understanding of readings, learning materials, communications in the classroom, and promotes meaningful learning (Pun & Jin, 2021). The experience that results from the need to learn to review academic works provides the opportunity for teachers and students about the characteristics of effective writing as meaningful instructional learning (Chen et al, 2021). The command of the language used in the teaching-learning processes is critical to conduct oneself in academic activities and achieve good performance in meaningful learning, and cognitive differences should be considered based on individual characteristics and differences, such as gender (Chen et al, 2019).…”

Self Regulated Development Learning Model Based on Local Culture to Improve Elementary School Students’ Explanatory Writing Skills

“…The self-regulated strategy development (SRSD) learning model is a model that acclimates students to receive and carry out explicit instructions from the teacher and makes students accustomed to developing self-regulatory strategies (Chen et al, 2021;Cuenca-Carlino & Mustian, 2013;Lane et al, 2011;Lienemann & Reid, 2008;Tanji & Yokota, 2017). This learning model supports and encourages students to be independent in completing assignments by providing structured steps and self-regulating strategies that can be applied at every grade level, learning process, and student ability (Harris et al, 2015;Lane et al, 2008;Leins et al, 2017;Palermo & Wilson, 2020;Tanji & Yokota, 2017).…”

“…The self-regulated strategy development learning model based on local culture teaches students to design their strategies in their brains to complete work in accordance with the comfort of working on their own, without any intervention from others. Students are also given the opportunity to develop themselves in their way without being limited (Chen et al, 2021;Ennis & Jolivette, 2014;Graham et al, 2005;Harris et al, 2006). In this case, the teacher only needs to facilitate students with the strategies they use in completing their work (Harris et al, 2012(Harris et al, , 2015Lane et al, 2008).…”