An action research on the development of self- regulated writing strategies of Turkish EFL students

Yıl 2017, Cilt: 3 Sayı: 2, 191 - 204, 25.09.2017

Nihal Göy

https://doi.org/10.32601/ejal.460994

Cited By: 5

Öz

Writing is one of the most difficult tasks with multiple challenges for students learning a foreign
language. An important element in helping students develop their writing ability is the identification of
the problems they face while writing and the use of pedagogical interventions which raise their
awareness and help them use their own learning strategies to handle. Zimmerman and Riesemberg
(1997) suggest that higher levels of self-regulation are important to skilled writing because composing is
an intentional activity that is quite often self-planned and self-sustained. This study aims to explore the
effectiveness of strategy instruction on foreign language learners’ writing skills and self-regulation
abilities through an action research perspective. The data were collected via learners’ diaries, reflections,
essays, questionnaires and checklists. The project was carried out in a classroom of 18 students within
three cycles of action for three weeks, each cycle evolving on the previous one. In the first two cycles,
students were given self-regulation strategy instruction and modelling, then assigned writing tasks.
Their strategy use was investigated through a questionnaire, diaries and reflections. In the third cycle,
students’ errors and difficulties were the focus and their opinions were taken via reflection paragraphs.
The results showed that strategy training could help students improve their writing skills but further
instruction and feedback were needed as they used a small number of strategies and only a slight
improvement was seen in their writings. 

Anahtar Kelimeler

Self-regulation strategies, writing skills, action research, strategy training

Kaynakça

• Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199-231.
• Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
• Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school- based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537-550.
• Ferrance, E. (2000). Action Research. Themes in Education. Northeast and Islands Regional Educational Laboratory at Brown University. USA.
• Graham, S., Harris, K. R., & Mason, L. (2004). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of selfregulated strategy development. Contemporary Educational Psychology, 30, 207-241.
• Hammann, L. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), 15-26.
• Huang, S. C., & Chang, S. F. (1998). Self-efficay in learners of English as a second language: Four examples. Journal of Intensive English Studies, 12, 23-40.
• Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(9).
• Nyikos, M., & Oxford, R. (1993). A factor analytic study of language-learning strategy use: Interpretations from information-processing theory and social psychology. The Modern Language Journal, 77, 11-22.
• O’Malley, J. M. (1987). The effects of training in the use of learning strategies on learning English as a second language. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 71- 84). Englewood Cliffs, NJ: Prentice/Hall International.
• Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of selfregulation (pp. 452-502). New York: Academic Press.
• 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. 631-650). New York: Academic Press.
• Tonks, S. M., & Taboada, A. (2011). Developing self-regulated readers through instruction for reading engagement. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self- regulation of learning and performance (pp. 173-186). New York: Routledge.
• Travers, N. L., & Sheckley, B G. (2000). Changes in students’ self-regulation based on different teaching methodologies. Paper presented at the 40th Association for Institutional Research Forum, Information for the Next 100 Years, Cincinnati, Ohio: May 21 - May 24, 2000.
• Wang, C., Quach, L., & Rolston, J. (2009). Understanding English language learners’ self- regulated learning strategies: Case studies of Chinese children in U.S. classrooms and home communities. In C. C. Park, R. Endo, S. J. Lee, & X. L. Rong (Eds.), New perspectives on Asian American parents, students, and teacher recruitment (pp.73-99). Charlotte, NC: Information Age Publishing.
• Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003). Assessing academic self-regulated learning. For Indicators of Positive Development Conference.
• Wood, R., Bandura, A., & Bailey, T. (1990). Mechanisms governing organizational performance in complex decision-making environments. Organizational Behavior and Human Decision Processes, 46, 181-201.
• Yavuz, D., & Genc, A.B. (1998). Flexibility of setting up a writing unit at YADIM, Unpublished Action Research Study. Çukurova University, Adana, Turkey.
• Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
• Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.
• Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
• Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.
• Zimmerman, B., J. (1986). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.
• Zimmerman, B., J. (1989). A Social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
• Zimmerman, B.J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.