Socio-cultural theorists consider self-regulation (SR) a vital personal characteristic that can guide individuals in reaching their personal and more importantly their learning goals, specifically when learning languages is involved. This necessitates empowering learners as far as their SR skill is involved. Thus, training SR strategies, among other measures, seems to be a very important mission in language learning process. The aim of the current study was, therefore, to expound the effect of training SR skills (observation, emulation, self-control, and self-regulation) upon the writing skill through applying a package adopted from Zimmerman's Model (2013). The model encompassed 12 self-regulated learning strategies (self-evaluation, organizing and transforming, goal-setting and planning, seeking information, keeping records and monitoring, environmental structuring, self-consequences, rehearsing and memorizing, seeking social assistance and reviewing records) that focused on the writing skill of 57 intermediate Iranian EFL learners in an online platform. In the course of a semi-experimental study, the SR profile as well as performance in writing tasks of participants divided into two groups, namely control (n=30) and experimental (n=27), were measured through a five-point Likert scale questionnaire as well as writing tasks, both pre to treatment for homogeneity purposes and post to treatment for comparison purposes, respectively. Results of a set of non-parametric Mann Whitney U tests showed that training SR strategies did not significantly affect the writing skill of intermediate EFL learners in the context of the current study. Given the limitations embedded in online platforms including technological shortcomings, online learning and education literacy, motivational factors, etc., especially in the context of Iran, it was concluded that although some training processes work very well in real classes, they may not be effective in online courses. Consequently, as far as an effective online instruction is involved, the first step should be to overcome the shortcomings in advance and then, online training of SR can be initiated.
Table of Contents
CHAPTER I: INTRODUCTION
1.1 Background
1.2 Statement of the Problem
1.3 Significance of the Study
1.4 Research Questions and Hypotheses
1.5 Definition of Key Terms
1.6 Organization of the Thesis
CHAPTER II: REVIEW OF THE RELATED LITERATURE
2.1 Introduction
2.2 Theoretical Foundations
2.2.1 Self-regulation
2.2.2 Features of Self-Regulated Learning
2.2.3 History and the Development of the Models
2.2.3.1 Boekaerts's SRL Model
2.2.3.2 Winne and Hadwin's SRL Model
2.2.3.3 Pintritch's SRL Model
2.2.3.4 Efklides's Model of SRL
2.2.3.5 Hadwin et al.'s Model
2.2.3.6 Zimmerman's Model of SRL
2.2.3.7 Multi-Level SR Training Model by Zimmerman
2.3 Theory of Cognitive Process for Writing
2.4 SR and Writing Skill
2.5 Practical Foundations
2.6 Gaps
CHAPTER III: METHOD
3.1 Introduction
3.2 Design of the Study
3.3 Participants
3.4 Instruments
3.4.1 A Five-Point Likert Scale Self-Regulation Questionnaire
3.4.2 Writing Phase
3.4.3 Treatment Phase
3.5 Procedure
3.6 Data Analysis
CHAPTER IV: RESULTS AND DISCUSSION
4.1 Introduction
4.2 Findings
4.2.1 Pre-Treatment Phase: Descriptive Statistics for the Groups at Pre-Treatment Phase
4.2.2 Post-Treatment Phase: Descriptive Statistics for Both Groups at Post-Treatment Phase
4.2.3 Gain Scores
4.3 Discussion
4.4 Chapter Summary
CHAPTER V: CONCLUSIONS AND IMPLICATIONS
5.1 Introduction
5.2 Summary of the Main Findings
5.3 Implications of the Study
5.4 Limitations
5.5 Suggestions for Further Researches
5.6 Conclusion
Research Objectives and Focus
The primary aim of this research is to investigate the effect of training self-regulation (SR) strategies, based on Zimmerman's Model, on the writing skill of intermediate EFL learners within an online educational environment.
- The role of self-regulated learning (SRL) in improving EFL writing skills.
- Application of Zimmerman's Multi-Level Self-Regulated Training Model in online classes.
- Examination of the efficacy of SR training on cognitively demanding writing tasks.
- Assessment of the impact of online instructional challenges on SR strategy acquisition.
- Comparative analysis of experimental and control groups regarding writing performance and self-regulation profiles.
Excerpt from the Book
2.2.3.6 Zimmerman's Models of SRL:
Zimmerman (1989), as one of the first researchers in the field of SRL (e.g. Zimmerman, 1986), has proposed three divergent, but related, SRL models. In 1989, the first model was published, representing the items affecting SRL. Zimmerman mentioned that his work on SRL is based on the socio-cognitive theory (Schunk, 2013). He pointed out that based on the theory, people gain knowledge by examining other people and their social interactions. He is an inventive writer in the field of SRL and proposed three SRL models (Panadero, 2014).
The interactions of all three SRL forms is the main component he mentioned in his first model which is known as the SRL Triadic Analysis (Figure 2.10). The main forms in this model are environmental, behavioral and personal levels (Zimmerman, 1989). SRL model can visualize Bandura’s (1986) triadic social-cognition model.
Zimmerman's second model characterizes Cyclical Phases of SRL (Figure 2.11). These phases explain the correlation between metacognitive and motivational processes at the individual level. This model, known as Zimmerman’s Model, was proposed in the 2000 handbook of this author. SRL model by Zimmerman includes three phases: forethought, performance or volitional control and SR. Learners explore the task and try to set goals as well as plan to get the goals in the forethought level. In the second phase which is performance or volitional control, the learners manage the task and they observe their progress. Self-control strategies are used in this phase to make sure the students are engaged in the task cognitively and are motivated enough to complete the task. Eventually, students measure their performance and asses their success or failure in the self-reflection phase. These criteria demonstrate if self-reactions have positive or negative effect on the way the learners address the task in later performances.
Summary of Chapters
CHAPTER I: INTRODUCTION: This chapter provides the background and justification for studying self-regulation in language learning, sets the research problem regarding online instruction, and outlines the study's specific questions and hypotheses.
CHAPTER II: REVIEW OF THE RELATED LITERATURE: This section covers theoretical foundations of self-regulation across various fields, reviews prominent academic models of self-regulated learning, and examines the relationship between SR and writing skills.
CHAPTER III: METHOD: This chapter details the research design, participant selection from the Iran-Europe language institution, instruments used for data collection, and the specific procedures involved in the treatment package.
CHAPTER IV: RESULTS AND DISCUSSION: This chapter presents the statistical data from the pre-treatment and post-treatment phases and discusses the findings in relation to existing literature on self-regulation and online learning.
CHAPTER V: CONCLUSIONS AND IMPLICATIONS: This final chapter summarizes the research outcomes, provides pedagogical and theoretical implications for practitioners, acknowledges study limitations, and suggests directions for future research.
Keywords
Self-Regulation, Training Self-Regulation, Online Instruction, Zimmerman's Model, Writing Skill, EFL Learners, Cognitive Processes, Metacognition, Learning Strategies, Student Motivation, Academic Performance, Online Learning Platforms, Experimental Study, Pedagogical Implications, Self-Efficacy
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the impact of training self-regulation (SR) strategies—derived from Zimmerman's Model—on the writing skills of intermediate Iranian EFL learners in an online learning environment.
What are the central themes of the work?
Key themes include self-regulated learning (SRL), online instructional methodology, the cognitive demands of writing tasks, and the role of learner self-management in language success.
What is the research question addressed in this study?
The study addresses whether training self-regulation has any significant effect on the writing skill of intermediate EFL learners.
Which scientific methodology was employed?
A semi-experimental, quantitative approach was utilized, involving both an experimental and a control group, with pre-test and post-test measurements analyzed via statistical tests like the Mann-Whitney U test.
What does the main body of the work cover?
The main body examines the history and development of various SRL models, the theory behind cognitive writing processes, practical foundations of SR in an educational context, and a detailed analysis of findings.
Which keywords best characterize this thesis?
The research is characterized by terms such as Self-Regulation, Training Self-Regulation, Online Instruction, Zimmerman's Model, and EFL Writing Skills.
How does the context of Iran influence the study's conclusions?
The Iranian context highlights specific challenges such as technical connectivity issues, the teacher-fronted nature of traditional classes, and the influence of infrastructure on the effectiveness of online self-regulation training.
What was the outcome regarding the effectiveness of the treatment package?
The results indicated that, in the context of this specific study, the four-session treatment package did not yield a statistically significant improvement in the writing skills of the participants compared to the control group.
What are the implications for future researchers in this field?
The author suggests that future studies should extend the length of training sessions and incorporate blended learning environments to better test the efficacy of self-regulation strategies.
- Arbeit zitieren
- Saeide Badali (Autor:in), 2023, The Effect of Training Self-Regulation Strategies on the Writing Skill of Intermediate EFL Learners in online classes, München, GRIN Verlag, https://www.grin.com/document/1684051
