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
- ACKNOWLEDGEMENTS
- ABSTRACT
- LIST OF TABLES
- LIST OF FIGURES
- LIST OF ABBREVIATIONS
- 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
- REFERENCES
- APPENDIX...
- Appendix: A five-point Likert Scale Self-Regulation Questionnaire.
- Abstract in Farsi
Objective & Thematic Focuses
This thesis investigates the effect of training self-regulation (SR) strategies, specifically those aligned with Zimmerman's Model (2013), on the writing skill of intermediate English as a Foreign Language (EFL) learners in online classes. The primary research question guiding this study is: Does training self-regulation have any significant effect on intermediate EFL learners' writing skill?
- Training of Self-Regulation (SR) strategies.
- Impact on the writing proficiency of intermediate EFL learners.
- Application within online learning environments.
- Utilization of Zimmerman's Model (2013) framework.
- Semi-experimental research design with pre- and post-treatment phases.
- Identification of challenges and limitations of SR training in online contexts, particularly in Iran.
Excerpt from the Book
1.2 Statement of the Problem
Thinking about one's own learning process is a critical area in education which has been generally put under the umbrella term of SR (Rosário, 2007). However, the literature about training SR in education and studying the effect of SR on different aspects of education and learning process are not sufficient. In the meantime, the related studies are mostly non-systematic and have been studied mostly in short intervals.
Due to the educational shift from face to face classes to online platforms that happened because of Covid-19 pandemic, many students have experienced online education (Adnan, 2020; Chiodini, 2020). Thus, the role of SR in online classes is thought to be more powerful than before, since the students themselves should manage their educational behaviors which requires powerful SR capacity (Landrum, 2020; Barnard-Brak, 2010; Wang, 2013). Even the effect of SR in online classes after the Covid-19 pandemic is more touchable, for example the author is living in the context of Iran, but teaches online to the Philippines. In such a training platform, the way the students monitor, manage and evaluate their learning process has double importance. So we should study the nature of SR, training SR and its effect on education and different skills (Naseri, 2016; Ghorbani, 2014; Mahmoodi, 2014).
Although studying SR and the methods of training SR are of great importance, this issue has not been touched in our society. Therefore, it seems that like other issues and techniques being taught to EFL students to learn English better, training SR requires attention and can be a rich area of research. In line with Vygotskian (1962) proposal, we believe that learners can have effective SRL through guided interaction, which in our case, this guided interaction was created through SR training packages prepared based on Zimmerman's Model (2013). The primary purpose of this study was, thus, to investigate if SRL can be improved through training. The other objective of this proposed study is to explore whether training SR brings about any improvements on learning the cognitively demanding, multiplex and multi-dimensional skill of writing of EFL learners (Heyes, 2000; Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) which is usually considered as the hardest skill among all (Zhang & Guo, 2012). This is probably because the cognitively demanding writing process faces less scaffolding in educational programs (Bruning & Horn, 2000).
Summary of Chapters
Chapter I: Introduction: This chapter introduces the concept of self-regulation (SR) as a critical cognitive skill in language learning, defines it, and outlines the study's background, problem statement, significance, research questions, hypotheses, and key terms.
Chapter II: Review of the Related Literature: This chapter provides a comprehensive review of theoretical foundations and various models of self-regulation (SR) and self-regulated learning (SRL), discusses the cognitive process theory for writing, and identifies research gaps.
Chapter III: Method: This chapter describes the semi-experimental design of the study, details the participants (intermediate EFL learners), the instruments used for data collection (SR questionnaire and writing tasks), the treatment procedure based on Zimmerman's Model, and the statistical methods applied for data analysis.
Chapter IV: Results and Discussion: This chapter presents and interprets the descriptive and inferential statistical findings from the pre- and post-treatment phases, revealing that SR training did not significantly impact EFL learners' writing skill in online classes and discusses these outcomes in relation to previous studies.
Chapter V: Conclusions and Implications: This final chapter summarizes the main findings, discusses pedagogical implications, acknowledges the study's limitations (e.g., short training duration, technological issues), and offers suggestions for future research, emphasizing the need to address online learning shortcomings.
Keywords
Self-Regulation, Training Self-Regulation, Online Instruction, Zimmerman's Model, EFL Learners, Writing Skill, Self-Regulated Learning, Online Classes, Language Learning, Cognitive Strategies, Educational Psychology, Research Methodology, Covid-19 Impact, Iran Context
Frequently Asked Questions
What is the main topic of this work?
This work fundamentally investigates the impact of training self-regulation (SR) strategies on the writing skills of intermediate English as a Foreign Language (EFL) learners within online learning environments.
What are the central thematic areas covered?
The central thematic areas include self-regulation and self-regulated learning theories, specific SR training strategies from Zimmerman's Model, the development of writing skills in EFL, and the challenges and opportunities of online education, especially in contexts like Iran.
What is the primary objective or research question?
The primary objective is to determine whether training self-regulation strategies has a significant effect on the writing skill of intermediate EFL learners. The core research question is: "Does training self-regulation have any significant effect on intermediate EFL learners' writing skill?"
Which scientific method is employed in this study?
The study employs a semi-experimental quantitative design, involving a pre-test, a treatment phase (SR training), and a post-test, with participants divided into experimental and control groups, followed by statistical analysis (t-test and Mann Whitney U test).
What is discussed in the main body of the thesis?
The main body of the thesis provides a comprehensive review of related literature on self-regulation models, describes the methodology used, presents the findings of the statistical analysis regarding the effect of SR training on writing skills, and discusses these results in detail.
What keywords characterize this work?
Key words characterizing this work include: Self-Regulation, Training Self-Regulation, Online Instruction, Zimmerman's Model, EFL Learners, Writing Skill, Self-Regulated Learning, Online Classes, Language Learning, Cognitive Strategies, Educational Psychology, Research Methodology, Covid-19 Impact, Iran Context.
Why did the study find no significant effect of SR training in online classes, despite positive findings in traditional settings?
The study suggests that online classes might create a feeling of isolation, coupled with technological problems like slow internet and disconnections, lack of digital literacy among trainers and trainees, and a potentially insufficient training duration, which collectively hindered the effectiveness of SR strategies compared to face-to-face environments.
What specific limitations affected the study's findings regarding SR training in online EFL contexts?
Limitations included the short duration of the SR training (4 sessions over two weeks), significant internet connection and online technology issues in Iran, the adaptation and shortening of the Self-Regulation Questionnaire, and the exclusive focus on online classes without a comparison to in-person settings.
How does Zimmerman's Model contribute to the training of self-regulation strategies in this research?
Zimmerman's Model (2013), encompassing four main phases (observation, emulation, self-control, and self-regulation), served as the theoretical framework for the development and implementation of the specific SRL strategies taught during the treatment package, guiding how learners were intended to develop their self-regulatory abilities.
What are the key recommendations for improving SR training in online learning environments, especially given the identified shortcomings?
The study recommends overcoming technological limitations (e.g., stable broadband, reliable platforms), lengthening the training duration, considering students' grade level and motivational levels, and ensuring instructors are well-trained in delivering SR strategies effectively in online contexts.
- 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
