Enhancing Chinese University Students' SRL (Self-Regulated Learning) Writing Strategy Use Through a Strategy-Based Intervention (Poster 26)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

The present study explored the effects of an SRL strategy-based writing intervention program on Chinese university English-as-a-foreign-language (EFL) learners’ writing performance and self-regulated writing strategy use. A quasi-experimental design was employed with 97 third-year English-major students. The experimental group (n = 39) received a 12-week intervention designed on a framework conceptualized according to Zimmerman (2000) and Pintrich (2004). The control group (n = 58) received a regular business-as-usual writing course concurrently. Data were collected with Questionnaire for Self-regulated Writing Strategies (QSRLW) and writing tests. ANCOVA results revealed a significant intervention effect on writing performance with a sustained effect one month later, and significant effects on participants’ use of the target strategy types. Pedagogical implications are discussed.

Authors

• Bin Shen, Fuzhou University

• Barry Bai, Chinese University of Hong Kong

• Wenjuan Guo, Shanghai Jiao Tong University

• Jing Li, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Feng Xiong, National Institute of Education - Nanyang Technological University