A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies

2016/05/18 by LIN SOPHIE TENG, Lin Sophie Teng, LAWRENCE JUN ZHANG +1 · 6 citations
Psychology · Arts and Humanities · #Innovative Teaching and Learning Methods #EFL/ESL Teaching and Learning #Educational Strategies and Epistemologies

paper · doi:10.1111/modl.12339

Abstract

This study aimed to validate a newly‐developed instrument, The Writing Strategies for Self‐Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9‐factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self‐regulation, as a higher order construct, accounted for the correlations of the 9 lower‐order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.

Citations

• The Effectiveness of Second Language Strategy Instruction: A Meta‐analysis
• A social cognitive view of self-regulated academic learning.
• Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
• Impact of Self-Regulatory Influences on Writing Course Attainment
• Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation

Cited by

• Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-19
• Building Assessments for Self-Efficacy in English Public Speaking in China
• Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China
• Metacognition in Language Learning and Teaching
• Metacognitive Instruction for Improving the Effectiveness of Collaborative Writing for EFL Learners’ Writing Development
• Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention

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• Assessing academic writing self‐efficacy belief and writing performance in a foreign language context
• Investigating the Operating Mechanisms of the Sources of L2 Writing Self‐Efficacy at the Stages of Giving and Receiving Peer Feedback