Strategic teaching in ESL writing: effects of self-regulatory instruction on writing performance and self-efficacy beliefs

Resource type
Thesis type
(Thesis) M.A.
Date created
2011-04-13
Authors/Contributors
Author: Shi, Yang
Abstract
This study examined the effectiveness of an instructional approach, strategy plus self-regulatory instruction, that was designed to promote writing proficiency and self-efficacy perception. A randomized pre-test-post-test intervention-comparison investigation was applied to 40 students attending a local high school in central China. I established a self-regulatory routine and combined this routine with instruction in writing strategies for the intervention group. No such self-regulatory routine was taught to strategy-only students. Results indicated that students who received the self-regulatory intervention wrote qualitatively better essays and reported a higher level of writing self-regulatory efficacy than their comparison counterparts. Students who received self-regulatory intervention did not display any comparative advantages in composing longer stories nor did develop they higher levels of efficacy in self-regulated learning and academic efficacy. Results are discussed as they relate to previous research, limitations of the present study are identified, and areas in need of future research are proposed.
Document
Identifier
etd6524
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The author granted permission for the file to be printed and for the text to be copied and pasted.
Scholarly level
Supervisor or Senior Supervisor
Thesis advisor: Winne, Phil
Member of collection
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etd6524_YShi.pdf 544.95 KB