Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports

Qiu, Xuyan; Lee, Man-Kit

doi:10.1016/j.system.2020.102312

Cited by 44 publications

(37 citation statements)

References 63 publications

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“…Furthermore, writing self-efficacy was reported to be linked with motivational factors that were themselves related to writing performance, such as anxiety (Pajares & Johnson, 1996;Pajares & Valiante, 1999, 2001Woodrow, 2011;Li & Liu, 2013;Sabti, Rashid, Nimehchisalem, & Darmi, 2019), motivation (Pajares, 2003;Walker, Greene, & Mansell, 2006;Zhang & Guo, 2012), goal orientation (Schunk & Swartz, 1993;Pajares et al, 2000;Li & Xu, 2014;Teng, Sun, & Xu, 2018) and self-regulation (Zimmerman & Bandura, 1994;Bruning et al, 2013;Csizér & Tankó, 2015;Han & Hiver, 2018;Qiu & Lee, 2020;Sun & Wang, 2020;Teng & Zhang, 2020). It was shown that self-efficacious writers were more confident and motivated (Zhang & Guo, 2012), experienced less apprehension, possessed stronger effort, greater perseverance and resilience, and greater interest in and attention to writing (Pajares, 2003;Woodrows, 2011).…”

Section: Writing Self-efficacy In School Contextsmentioning

confidence: 99%

Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language

Chen¹

2021

IJEL

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This study examines the relationship between writing self-efficacy, attribution, and writing proficiency of college students in learning English as a foreign language (EFL) context. The scales of writing self-efficacy and attribution were administered to 142 Chinese first-grade non-English majors. Research findings showed that these EFL learners maintained a medium level of writing self-efficacy and tended to attribute their writing outcomes to internal causes. Independent sample t-test indicated that gender exerted no significant influence on EFL writing self-efficacy, and only the attribution cause luck significantly differed between boys and girls. Besides, high-achievers reported stronger writing self-efficacy and skill self-efficacy, while no significant difference in task self-efficacy was found between high-achievers and low-achievers. One-way ANOVA results revealed that regardless of writing level, students tended to attribute their writing success or failure to internal factors such as ability and effort, while low-achievers were also inclined to attribute externally. Pedagogical implications were also discussed.

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Section: Writing Self-efficacy In School Contextsmentioning

confidence: 99%

Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language

Chen¹

2021

IJEL

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“…Writing is one of four English skills other than listening, speaking, and reading (Qiu & Lee, 2020;Tai et al, 2015). Writing is an activity to create some information or ideas into sentence or paragraph Axel Valentino Sugondo / The Use of Dictogloss to Teach Writing in Junior High School (Erdogan, 2019;Preus, 2012).…”

Section: Pendahuluanmentioning

confidence: 99%

The Use of Dictogloss to Teach Writing in Junior High School

Sugondo

Utami

Hadisaputra

2021

JEAR

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Kondisi yang terjadi di dalam kelas adalah siswa sulit untuk menulis paragraf sederhana dalam bahasa Inggris melalui teknik menghafal. Siswa mudah lupa dan sulit menyusun poin-poin penting dalam proses menulis dengan teknik menghafal. Penelitian ini bertujuan untuk mengkaji penggunaan dictogloss dalam meningkatkan kemampuan siswa dalam menulis dan menyusun ide, khususnya dalam menulis teks deskriptif. Dalam penelitian ini digunakan penelitian tindakan kelas. Hal ini dilakukan untuk melihat peningkatan kemampuan menulis teks deskriptif siswa menggunakan dictogloss dalam proses pembelajaran. Pengumpulan data dilakukan melalui observasi dan instrumen tes. Hasil penelitian menunjukkan bahwa teknik dictogloss memotivasi siswa untuk memiliki ide yang lebih luas untuk menulis teks deskriptif mereka. Dengan meminta siswa mengerjakan tugas dalam kelompok, mereka senang menyelesaikan tugas secara bersama-sama. Mereka juga lebih baik dalam tugas individu ketika mereka mencoba mengembangkan paragraf mereka. Meskipun komponen menulis mereka masih belum cukup baik, hasil menulis mereka meningkat dari tes pra-penilaian ke tes akhir siklus. Berdasarkan permasalahan tersebut, dictogloss dapat menjadi panduan yang berguna untuk membantu siswa lebih lancar dalam menulis ide-ide mereka. Ini adalah teknik guru membacakan teks pendek kepada siswa dan siswa hanya mendengarkan. Kemudian, guru membacakan kembali teks tersebut untuk kedua kalinya dan siswa menuliskan kata kunci teks tersebut di kertas mereka, kemudian siswa membuat paragraf lengkap berdasarkan kata kuncinya.

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“…However, writing is challenging for L2 learners to master and is perceived as the most difficult language skill to acquire. Writing requires a multiplicity of knowledge, which includes content, context, process, register, rhetorical, and other linguistic features (Dobao, 2014;Qiu & Lee, 2020;Zhang, 2018). Writing is an intricate cognitive activity incorporating many processes and strategies (Ahmad, 2020;Chen, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Process Genre-Based Writing and Process Writing Approaches on Asian EFL Pre-University Students’ Writing Performance

Kitajroonchai

Kitjaroonchai

Sanitchai

2022

jltr

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This study investigated the effects of process genre-based writing (PGBW) and process writing (PW) approaches on 40 Asian EFL pre-university students’ academic writing performance in a pre-university writing course. The study employed a quasi-experimental research design by dividing the participants in two classes with equal number: 20 students in the process genre-based writing class consisting of 9 males and 11 females, and 20 students in the process writing class comprising 8 males and 12 females. Students’ writing performances were examined using a comparison of their pre- and post-test writing scores. Data analysis revealed that students in both groups showed significant increases in their post-test writing performance after engaging in the PGBW and PW activities; however, learners in the PGBW class obtained higher average mean scores in the post-test writing compared to their peers in the PW class. A significant difference in the overall mean scores for the PGBW and the PW groups after the interventions was at p-value < .05 (t (38) = 3.17, p = .003). These results suggest that the PGBW approach had a greater positive effect on students’ writing performance. Implications of these findings for implementation of the PGBW approach are discussed.

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Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports

Cited by 44 publications

References 63 publications

Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language

Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language

The Use of Dictogloss to Teach Writing in Junior High School

The Effects of Process Genre-Based Writing and Process Writing Approaches on Asian EFL Pre-University Students’ Writing Performance

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