Research Article
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Year 2017, Volume 3, Issue 2, 66 - 79, 10.12.2017

Abstract

References

  • Andrade, M. S., & Bunker, E. L. (2009). A model for self- regulated distance language learning, Distance Education, 30(1), 47-61.
  • Andrade M. S., & Evans, N. (2013). Principles and practices for response in second language writing: Developing self-regulated learners, New York: Routledge, 2013.
  • Admiraal, W. F., Korthagen, F. A. J., & Wubbels, T. (2000). Effects of student teachers’ coping behaviour, British Journal of Educational Psychology, 70(1), 3352.
  • Abrami, P.C., Aslan, O., & Nicolaidu, I. (2007). The teaching and learning strategies, Centre for the Questionnaire Study of Learning and Performance, Concordia University, Montreal, QC.
  • Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments: A European perspective (pp. 3-19). Rotterdam, The Netherlands: Sense Publishers.
  • Bereiter, C. P. J., & Scardamalia, M. (1988). Cognitive operations in constructing main points in written composition, Journal of Memory and Language, 27(3), 261-278.
  • Cohen, B. (2003). Incentives build robustness in bit-torrent", Workshop on Economics of Peer-to-Peer Systems, USA.
  • Carneiro, R., & Veiga Simao, A. M. (2011). Self-Regulated learning in technology enhanced learning environments, New York: Sense Publishers.
  • Herrington, A. J. (1985). Writing in academic settings: A study of the contexts for writing in two college chemical engineering courses, Research in the Teaching of English, 19, 331-361.
  • McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68.
  • Nam H. K., & Leavell, A. G. (2011). Reading strategy instruction, metacognitive awareness, and self-perception of striving college developmental readers, Journal of College Literacy and Learning, 37, 3-17.
  • Nicol, D. (2009). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34, 335-352.
  • Nunan, D. (1997). Strategy training in the language classroom: an empirical investigation, RELC Journal, 28(2), 56-81.
  • Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives”, National Foreign Language Resource Center, 13, 1-25.
  • Oxford, R. (2001). Integrated skills in the ESL/EFL classroom, ERIC Digest, EDO-FL-01-05.
  • Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Longman.
  • Pintrich, P. R., (2000). The role of goal-orientation in self-regulated learning. In M.Boakerts, P.R. Pintrich & M.Zeidner (Eds), Handbook of self-regulation (pp.451-502). Orlando, Florida: Academic Press.
  • Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning”, In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-Regulation (pp. 651– 686). Orlando, Florida: Academic Press.
  • Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. Teaching English as a Second or Foreign Language, 7, 1-17.
  • Schunk, D. H., & Ertmer, P. A., (2000). Self-Regulation and academic learning: Self-Efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 631– 649), San Diego: Academic Press.
  • Shirkhani, S., & Ghaemi, F. (2011). Barriers to self-regulation of language learning: drawing on Bandura’s ideas. International Conference on Education and Educational Psychology (ICEEPSY 2011), Procedia Social and Behavioral Sciences, 29, 107-110.
  • Stern, P.N. (1994). Eroding grounded theory, In J. Morse (Ed.), Critical Issues in Qualitative Research (pp. 212–223). Newbury Park, London: Sage.
  • Weaver, S. J., & Cohen, A. D. (1994). Making learning strategy instruction a reality in the foreign language curriculum, In C.
  • Klee (Ed.), Faces in a Crowd: The Individual Learner in Multi-section Courses. (pp.285-323). Boston, MA: Heinle and Heinle.
  • Wilson, J., Olinghouse, N. G., McCoach, D. B., Santangelo, T., & Andrada, G. N. (2016). Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment. Assessing Writing, 27, 11-23.
  • Zhang, D., & Goh, C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-220.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn, Contemporary Educational Psychology, 25(1), 82-91.
  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment, American Educational Research Journal, 31(4), 845-862.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self regulated learning: Theory, research and application (pp. 1- 30). Mahwah, NJ: Lawrence Erlbaum.

Evaluating Foreign Language Teachers’ Self-regulation Learning Promotion and Students’ Views on SRL in Writing Instruction

Year 2017, Volume 3, Issue 2, 66 - 79, 10.12.2017

Abstract

Developing self-regulated learning (SRL) strategies has been emphasized to be crucial for effective writing skills in second language learning contexts. However, implementing SRL skills and guiding learners to become self-regulated individuals requires special consideration by teachers and program developers. In addition, language learners should also take the responsibility of their own learning through the use of strategies employed by their teachers in order to be competent in the target language. Since integrating SRL in writing instruction is a rather complex process, teachers should internalize and integrate them in their teaching efficiently and enable students to be aware of their learning process, plan how to proceed, monitor their own performance and take their following action upon the tasks. In this respect, the study aims to determine whether language teachers promote SRL in their writing course instruction and if they do, what kind of methods they use is the other issue that will be explored. The study also seeks to reveal language learners’ views on SRL in their writing classes in order to indicate both teachers’ and students’ perspectives on SRL. The data was gathered via Teaching and Learning Strategies Questionnaire and semi-structured interviews with English Language teachers and students at a state university. The results reveal that students reported use of goal setting, metacognitive knowledge activation, task value activation, and time management strategies are at moderate levels. It has also been found that teachers implement those strategies at low to moderate levels with limited number of methods and tasks utilized to guide learners. The findings are meant to emphasize the need for higher levels of SRL instruction in second language writing to promote autonomous learners.

References

  • Andrade, M. S., & Bunker, E. L. (2009). A model for self- regulated distance language learning, Distance Education, 30(1), 47-61.
  • Andrade M. S., & Evans, N. (2013). Principles and practices for response in second language writing: Developing self-regulated learners, New York: Routledge, 2013.
  • Admiraal, W. F., Korthagen, F. A. J., & Wubbels, T. (2000). Effects of student teachers’ coping behaviour, British Journal of Educational Psychology, 70(1), 3352.
  • Abrami, P.C., Aslan, O., & Nicolaidu, I. (2007). The teaching and learning strategies, Centre for the Questionnaire Study of Learning and Performance, Concordia University, Montreal, QC.
  • Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments: A European perspective (pp. 3-19). Rotterdam, The Netherlands: Sense Publishers.
  • Bereiter, C. P. J., & Scardamalia, M. (1988). Cognitive operations in constructing main points in written composition, Journal of Memory and Language, 27(3), 261-278.
  • Cohen, B. (2003). Incentives build robustness in bit-torrent", Workshop on Economics of Peer-to-Peer Systems, USA.
  • Carneiro, R., & Veiga Simao, A. M. (2011). Self-Regulated learning in technology enhanced learning environments, New York: Sense Publishers.
  • Herrington, A. J. (1985). Writing in academic settings: A study of the contexts for writing in two college chemical engineering courses, Research in the Teaching of English, 19, 331-361.
  • McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68.
  • Nam H. K., & Leavell, A. G. (2011). Reading strategy instruction, metacognitive awareness, and self-perception of striving college developmental readers, Journal of College Literacy and Learning, 37, 3-17.
  • Nicol, D. (2009). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34, 335-352.
  • Nunan, D. (1997). Strategy training in the language classroom: an empirical investigation, RELC Journal, 28(2), 56-81.
  • Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives”, National Foreign Language Resource Center, 13, 1-25.
  • Oxford, R. (2001). Integrated skills in the ESL/EFL classroom, ERIC Digest, EDO-FL-01-05.
  • Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Longman.
  • Pintrich, P. R., (2000). The role of goal-orientation in self-regulated learning. In M.Boakerts, P.R. Pintrich & M.Zeidner (Eds), Handbook of self-regulation (pp.451-502). Orlando, Florida: Academic Press.
  • Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning”, In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-Regulation (pp. 651– 686). Orlando, Florida: Academic Press.
  • Rasekh, Z. E., & Ranjbary, R. (2003). Metacognitive strategy training for vocabulary learning. Teaching English as a Second or Foreign Language, 7, 1-17.
  • Schunk, D. H., & Ertmer, P. A., (2000). Self-Regulation and academic learning: Self-Efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 631– 649), San Diego: Academic Press.
  • Shirkhani, S., & Ghaemi, F. (2011). Barriers to self-regulation of language learning: drawing on Bandura’s ideas. International Conference on Education and Educational Psychology (ICEEPSY 2011), Procedia Social and Behavioral Sciences, 29, 107-110.
  • Stern, P.N. (1994). Eroding grounded theory, In J. Morse (Ed.), Critical Issues in Qualitative Research (pp. 212–223). Newbury Park, London: Sage.
  • Weaver, S. J., & Cohen, A. D. (1994). Making learning strategy instruction a reality in the foreign language curriculum, In C.
  • Klee (Ed.), Faces in a Crowd: The Individual Learner in Multi-section Courses. (pp.285-323). Boston, MA: Heinle and Heinle.
  • Wilson, J., Olinghouse, N. G., McCoach, D. B., Santangelo, T., & Andrada, G. N. (2016). Comparing the accuracy of different scoring methods for identifying sixth graders at risk of failing a state writing assessment. Assessing Writing, 27, 11-23.
  • Zhang, D., & Goh, C. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-220.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn, Contemporary Educational Psychology, 25(1), 82-91.
  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment, American Educational Research Journal, 31(4), 845-862.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self regulated learning: Theory, research and application (pp. 1- 30). Mahwah, NJ: Lawrence Erlbaum.

Details

Subjects Social
Journal Section Research articles
Authors

Ayça DİNÇER This is me
Cukurova University
Türkiye


Meral ŞEKER>
ALANYA ALAADDİN KEYKUBAT ÜNİVERSİTESİ
Türkiye

Publication Date December 10, 2017
Application Date November 10, 2017
Acceptance Date December 5, 2017
Published in Issue Year 2017, Volume 3, Issue 2

Cite

APA Dinçer, A. & Şeker, M. (2017). Evaluating Foreign Language Teachers’ Self-regulation Learning Promotion and Students’ Views on SRL in Writing Instruction . The Literacy Trek , 3 (2) , 66-79 . Retrieved from https://dergipark.org.tr/en/pub/literacytrek/issue/32167/350835

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