Self-regulated Learning and Second Language Writing: Fostering strategic language learners PDF
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English Language Education Lin Sophie Teng Self-regulated Learning and Second Language Writing Fostering strategic language learners English Language Education Volume 26 SeriesEditors ChrisDavison,SchoolofEducation,TheUniversityofNewSouthWales,Sydney, NSW,Australia XuesongGao,SchoolofEducation,TheUniversityofNewSouthWales,Sydney, NSW,Australia EditorialBoardMembers Stephen Andrews, Faculty of Education, University of Hong Kong, Hong Kong, China AnneBurns,UniversityofNewSouthWales,Ryde,NSW,Australia YukoGotoButler,PennGraduateSchoolofEducation,UniversityofPennsylvania, Philadelphia,PA,USA SureshCanagarajah,DeptsofAppliedLinguisticsandEnglish,PennsylvaniaState University,UniversityPark,PA,USA JimCummins,OISE,UniversityofToronto,Toronto,ON,Canada ChristineC.M.Goh,NanyangTechnologicalUniversity,NationalInstituteof Education,Singapore,Singapore MargaretHawkins,DeptofCurriculum&Instruction,UniversityofWisconsin, Madison,WI,USA OuyangHuhua,FacultyofEnglishLanguage&Cultu,GuangdongUniversityof ForeignStudies,Guangzhou,Guangdong,China AndyKirkpatrick,DepartmentofHumanities,Lang&SocSci,GriffithUniversity, Nathan,QLD,Australia MichaelK.Legutke,InstitutfürAnglistik,JustusLiebigUniversityGiessen, Gießen,Hessen,Germany ConstantLeung,DeptofEduc&ProfStudies,King’sCollegeLondon,University ofLondon,London,UK BonnyNorton,Language&LiteracyEducDept,UniversityofBritishColumbia, Vancouver,BC,Canada ElanaShohamy,SchoolofEducation,TelAvivUniversity,TelAviv,Israel QiufangWen,Box45,BeijingForeignStudiesUniversity,Beijing,China LawrenceJunZhang,FacultyofEducation&SocialWork,UniversityofAuckland, Auckland,Auckland,NewZealand Thisseriespublishesresearchonthedevelopment,implementationandevaluationof educational programs for school-aged and adult learners for whom English is a second or additional language, including those who are learning academic content through the medium of English. The series has a dual focus on learners’ language development and broader societal and policy-related issues, including the implica- tions for teachers’ professional development and policy support at the institutional andsystemlevel.TheseriesseekstoengagewithcurrentissuesinEnglishlanguage teaching(ELT)ineducationalinstitutionsfromahighlysituatedstandpoint,exam- iningtheories,practicesandpolicieswithaconsciousregardforhistoricallineages ofdevelopmentandlocal(re)contextualisation.Byfocusingonmultipleeducational contextsandadoptingacomparativeperspective,theserieswilltranscendtraditional geographical boundaries, thus will be relevant to both English-speaking countries andcountrieswhereEnglishisaverymuchanadditional,butimportantlanguagefor learning other content. This series will also cross disciplinary and methodological boundaries by integrating sociocultural and critical approaches with second lan- guage acquisition perspectives and drawing on both applied linguistics and educa- tional research. In drawing together basic and applied policy-related research concerns, the series will contribute towards developing a more comprehensive, innovative and contextualized view of English language education internationally. AuthorsareinvitedtoapproachtheSeriesEditorwithideasandplansforbooks.For more information, please contact the Publishing Editor, Natalie Rieborn. E-mail: [email protected] Lin Sophie Teng Self-regulated Learning and Second Language Writing Fostering strategic language learners LinSophieTeng DepartmentofAppliedLinguistics ZhejiangUniversity Hangzhou,China ISSN2213-6967 ISSN2213-6975 (electronic) EnglishLanguageEducation ISBN978-3-030-99519-5 ISBN978-3-030-99520-1 (eBook) https://doi.org/10.1007/978-3-030-99520-1 ©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringerNatureSwitzerland AG2022 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher,whether thewholeorpartofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseof illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similarordissimilarmethodologynowknownorhereafterdeveloped. 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ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Preface Self-regulated learning (SRL) is a robust learning theory that has been extensively researchedineducationpsychologyforapproximately40years.Itisbestviewedasa dynamicandcyclicalprocesscomprisingthesystematicuseoftask-relevantstrate- gies during goal-directed activities and self-oriented feedback loops on learning effectiveness.Arichbodyofempiricalresearchhasapplieddiversemethodologies designedtoinvestigateSRLinfieldsasexpansiveasmathematics,reading,writing, science, social studies, music, sports, psychology and teacher education. SRL deliberately attempts to address the interactions of cognitive, motivational and contextual factors rather than their isolated contributions, and thus it is favourable forguidingsecond/foreignlanguage(L2)teachingandlearning.Althoughthefield of SRL has transitioned into a ‘mature’ phase in the realm of educational psychol- ogy,itisunfortunatelyanareaofresearchwhosetheoreticalprincipleshavenotbeen sufficientlyappliedtoL2education.IpostulatethatSRLtheorywouldbeespecially conducivetopromotingactiveandproductivelearning,asSRLprinciples,measure- ments and practices have a solid ground for enriching L2 learning and teaching, offeringacomplexandbroadrangeofresearchpossibilities. Focus of This Book ThisbookistoinvestigatepracticalapplicationsandcontributionsofSRLtheoryto L2writing.InPartI,thebookfirstshowcasesacomprehensiveandupdatedreview ofconceptualandmethodologicalissuesofSRLandthestate-of-the-artresearchon itsapplicationstoL2learningandteaching.Itcontinuestopresentacriticalreview ofempiricalstudiesonSRLstrategiesandconceptualandmethodologicalissuesin writingcontexts. v vi Preface Part II elaborates a cross-sectional study designed to examine how different dimensions of SRL strategies interacted with social (gender and year level), psy- chological(goalorientation,taskvalue,anxiety,controloflearningbeliefsandself- efficacy) and linguistic (writing proficiency) factors in L2 writing. This part first reportsthedevelopmentandvalidationoftwoquantitativetools:WritingStrategies for Self-regulated Learning Questionnaire (WSSRLQ) and L2 Writer Self-efficacy Scale (L2WSS).Fromasociocognitiveview ofwriting,theWSSRLQ was theoret- icallydesignedandstatisticallyvalidatedtomeasurethemulti-dimensionalstructure ofSRLstrategiesincludingcognition,metacognition,socialbehaviourandmotiva- tional regulation. The L2WSS was validated to be a robust tool for measuring multiple factors of self-efficacy entailing linguistic self-efficacy, self-regulatory efficacyandperformanceself-efficacyinL2writing. PartIIfurtherinvestigateshowindividualcharacteristicsaffectSRLstrategiesin L2 writing. Quantitative data collected from self-developed questionnaires and writingtestsshowedthatyearlevelandwritingproficiencyweresignificantfactors affecting students’ reported use of SRL strategies while gender was not. Multiple regression analyses revealed that different dimensions of SRL strategies (text processing, goal-oriented monitoring, idea planning and motivational self-talk) interacted with motivational beliefs and self-efficacy; these strategies made signif- icant, independent contributions to students’ writing performance. The findings provideabetterunderstandingofhowindividualdifferences functionasanimpor- tantsetofproximaldeterminantsofhumanself-regulationinL2writing. In Part III, this book reports a longitudinal intervention study designed to evaluate the effectiveness of self-regulation strategy instruction on students’ SRL strategies, motivational beliefs, self-efficacy and writing performance. Using a mixed-methods approach, this quasi-experimental study collected data from 80 undergraduate students who were enrolled in an academic writing course in a Chinese university. The intervention group received a self-regulation writing instructionprogramme,includingtheimplementationofaclusterofSRLstrategies, while the control group received the standard writing instruction programme only. All the participants were invited to complete pre-, post- and delayed post-writing testsalongwithself-reportquestionnairesatthebeginningandendoftheinterven- tion. Follow-up case studies were conducted via semi-structured interviews and reflective journals. Findings together revealed that self-regulation strategy writing instruction was successful in promoting L2 students’ active use of a range of SRL strategiesandindevelopingapositiveattitudetowardswritingwithhighmotivation andself-efficacy,whichalsocontributedtobetteracademicoutcomes. Why This Book? Thisbook (cid:129) Incorporatesbothpractice-basedinformationandcutting-edgeresearchforapply- ingSRLtheorytoL2learningandteaching Preface vii (cid:129) Introduces and validates new conceptual frameworks for evaluating multidimensionalstructuresofSRLstrategiesandself-efficacyinL2writing (cid:129) Providesaccessibletoolsforresearchers,practitionersandL2learnerstoappraise thedegreeof,andcultivatetheawarenessof,SRLstrategiesandself-efficacyin L2writing (cid:129) Reveals dynamic interactions of SRL strategies with social, psychological and linguisticfactors (cid:129) Demonstrates the effectiveness of an SRL instructional model for nurturing L2 learners’motivationandconfidencetostrategise,reflectandsucceedinwriting (cid:129) Provides theoretical and instructional guidance in designing and innovating writing curriculum and pedagogy for fostering self-regulatory capacity in L2 writing Organisation of the Book Thisbookiscomposedofninechapters.Chapter1brieflyintroducestheconstruct of self-regulated learning and points out the importance of SRL strategies for L2 education. This chapter then provides a holistic view of the research rationale and designsforinvestigatingthemulti-dimensionalstructureofSRLstrategiesincross- sectionalandlongitudinalinterventionstudiesinL2writingcontexts. Chapters 2–4 consist of Part I, which provides an extensive review of theories and models of SRL and updated research on SRL strategies in writing contexts. Chapter2,‘Self-regulatedLearningandLanguageLearningStrategies’,includesan extensive,up-to-dateliteraturereviewofSRLandlanguagelearningstrategiesalong with a critical review of different measurements for evaluating learning strategies. Chapter 3, ‘Self-regulated Learning Strategies in Writing’, highlights some key studies on SRL strategies and strategy instruction in both L1 and L2 writing. Chapter4,‘SociocognitiveTheory,SocioculturalTheoryandSelf-regulatedLearn- ing’, initially presents a sociocognitive view of SRL and highlights four essential components (metacognition, motivation, self-efficacy and feedback loops) in SRL processes.Thispartcontinuesexplaininghowsocicoculturaltheorywillbeusedto interpret the design and findings of self-regulation intervention in writing classrooms. Chapters 5–6 form Part II, which presents an extensive description of the relationships between multi-dimensional SRL strategies and individual differences in terms of social, psychological and linguistic factors in L2 writing. Chapter 5, ‘DevelopmentandValidationofSelf-reportQuestionnaires’,proposesnewconcep- tualframeworksofmulti-dimensionalSRLstrategiesandself-efficacybeliefsinL2 writing. This part then reports the development and validation procedures of two self-reportquestionnairestomeasuremultidimensionalSRLstrategiesandL2writ- ing self-efficacy respectively. Chapter 6, ‘Exploring the Nexus of SRL Strategies andIndividualDifferences’,reportsacross-sectionalresearchdesignedtoexamine viii Preface how SRL strategies relate to social (age and gender), psychological (motivational beliefsandself-efficacy)andlinguistic(writingproficiency)factorsinL2writing. Finally, Chapters 7–9 make up Part III. This part is devoted to examining the effectiveness of self-regulation strategy instruction through a quasi-experimental design by using a mixed-methods approach. Chapter 7, ‘Investigating the Effec- tiveness of Self-regulation Strategy Intervention’, reports on a quasi-experimental study,designedtoevaluatetheeffectsofself-regulationstrategywritingintervention on SRL strategies, motivational beliefs, self-efficacy and writing proficiency. This chapter presents a thorough description of the methodology, findings and discus- sionsofthedatacollectedfromthequantitativemeasuresincludingpre-,post-and delayed post- writing tests and pre-and-post questionnaires. Chapter 8, ‘Develop- mental Trajectories of Self-regulated Learning: Evidence from A Case Study’, reports a case study design, which collects data from semi-structured interviews andreflectionjournalstodescribethedevelopmentaltrajectoriesofparticipantswho hadtakenpartintheself-regulationstrategyinstructionprogramme.Finally,Chap- ter9,‘Summary,ImplicationsandRecommendations’,presentsanintegratedsum- maryoftheessentialfindingsgeneratedfromPartIIandPartIII,anddiscussesthe theoretical and pedagogical implications. Recommendations for further studies are alsoproposedinthischapter. Hangzhou,China LinSophieTeng Acknowledgements I would like to express my deepest appreciation to my PhD supervisor Professor Lawrence Jun Zhang who has inspired my interest in exploring self-regulated learning in L2 research and has had a profound influence in my academic career. Without his professional guidance and constant support, this book would not be availabletothepublic.Asmyacademicmentor,hisadviceonbothmyresearchand mycareerhasbeenpriceless,motivatingmetostrivetowardsmygoal. I am also incredibly grateful to my family members, my mom, Shufen Liu; my husband, Da Liu; my lovely baby boy, Hanxi; as well as my younger sister, Hui Teng.Thankyouforyourcompanyandemotionalsupport.Yourpresenceinmylife inspiresmetobecomethebestpersonthatIcanbewithpowerandsunshineinmy heart.Youaremystrengthintheupsanddownsoflife. ItshouldalsobenotedthatthecompilationofthisbookisrevisedfrommyPhD thesis, which I completed at the University of Auckland, New Zealand. Some chaptersofthebookarealsoinformedbyfourresearcharticlesthatIhavepublished inTheModernLanguageJournal,TESOLQuarterly,JournalofSecondLanguage WritingandLanguageTeachingResearch. ix
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