The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade

Sun, Ting; Wang, Chuang; Wang, Yi

doi:10.1007/s11145-022-10297-z

Cited by 10 publications

(16 citation statements)

References 50 publications

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“…Empirical evidence emerged in our research also supports the social cognitive theory ( Bandura, 1986 ) and previous research on self-regulation and language learning strategies (i.e., Oxford, 1990 , 1996 , 2011 , 2015 ; Zimmerman, 2000 ; Bai and Wang, 2020 ; Sun et al, 2022 ). As a result, this study contributes to the theory of self-regulation.…”

Section: Discussionsupporting

confidence: 90%

“…English language instructors may need to adopt SRL strategy development approach to help students gain more SRL strategies. A recent meta-analysis of 22 primary studies has provided a strong and positive link between the use of SRL strategies and language learning outcomes ( Sun et al, 2022 ). In this study, we have advanced the SRL literature by introducing a new instrument to measure college students’ use of SRL strategies.…”

Section: Discussionmentioning

confidence: 99%

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Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements

Deng

Wang

2022

Front. Psychol.

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Self-regulation is important in enhancing students’ academic performance, yet evidence for the systematic and valid instruments to measure self-regulated learning strategies of college students in an English as a foreign language context is far from robust. This study was situated to develop an evaluation tool to examine the status quo of self-regulated learning strategies employed by college English learners and the associations between the use of these strategies and their academic achievement. A large-scale survey was conducted at a university in Macau to provide evidence of the construct validity of responses to the questionnaire on self-regulated learning strategies. Conceptualized in social cognitive theory, the questionnaire comprised environmental, behavioral and personal self-regulated learning strategies with 48 items weaving into 10 dimensions. Strong evidence for reliability and validity was found. Findings also revealed that students who intrinsically valued and used more self-regulated learning strategies achieved higher academic performance. Students in advanced-level English course reported significantly more frequent use of self-regulated learning strategies than students in medium-level and mixed-level English courses. Our results draw attention to the pedagogical orientation for teachers of English as a foreign/second language in helping students become adaptive learners with self-regulative process.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements

Deng

Wang

2022

Front. Psychol.

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“…Specifically, two indicators of the duration of intervention, weeks the intervention ran and total amount of instruction time in hours, did not moderate the effects on L2 learning achievement. This finding is in line with meta-analytic studies conducted in L1 contexts (e.g., Dignath and Büttner, 2008;Koster et al, 2015;Sun et al, 2022), which reported that the duration of interventions did not significantly impact participants' language learning outcomes. As for the intensity of interventions, the duration of each session in minutes did not produce a significant effect, either.…”

Section: E Ectiveness Of Srl Interventions On L Learning Achievementssupporting

confidence: 89%

“…The positive results from this study add to previous metaanalytic findings (e.g., Jansen et al, 2019;Theobald, 2021;Sun et al, 2022) that indicated positive effects of SRL interventions on students' academic achievements. Specifically, similar to previous meta-analyses that revealed a large effect of SRL interventions for L1 learning (e.g., Graham et al, 2012), a large effect was also obtained for L2 learning achievements, which served as evidence in support of the effectiveness of SRL interventions for language learning in both L1 and L2 contexts.…”

Section: E Ectiveness Of Srl Interventions On L Learning Achievementssupporting

confidence: 79%

“…It is therefore postulated that students at the beginning of tertiary level would benefit from SRL interventions. However, other studies found no significant differences between students of different grade levels in terms of their benefits from SRL instruction (e.g., Theobald, 2021;Sun et al, 2022). Therefore, it is not readily clear whether students' educational level or age is related with their learning achievement.…”

Section: Moderators Of the E Ectiveness Of Srl Interventionsmentioning

confidence: 93%

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The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study

Chen

2022

Front. Psychol.

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Interventions that incorporated the teaching of self-regulated learning (SRL) strategies are assumed to be effective in improving students' second language (L2) performance as they support students' SRL activity and self-efficacy. Nevertheless, previous meta-analyses largely focused on students' language learning achievement, while neglecting the instructional effects on their SRL strategy use and self-efficacy, two key factors in SRL models. This meta-analytic study was thus conducted to address the gap by synthesizing the evidence of SRL interventions in influencing students' L2 learning achievement, strategy use, and self-efficacy. The largest effect was obtained for L2 learning achievement (g = 1.39), followed by self-efficacy (g = 0.45) and strategy use (g = 0.40). Moderator analysis revealed similar instructional effects on students of different age groups and education levels. The duration and intensity of intervention significantly moderated the effectiveness of SRL interventions in the L2 context, especially for strategy use and self-efficacy. The findings obtained in the current study could inform practitioners and researchers of the cumulative effects of SRL interventions in L2 classrooms and study design and student characteristics that moderate the instructional effectiveness.

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Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis

Shanahan,

Reno,

Chandler

et al. 2024

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The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade

Cited by 10 publications

References 50 publications

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements

The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study

Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis

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