Literaturnachweis - Detailanzeige
| Autor/inn/en | Teng, Lin Sophie; Yuan, Rui Eric; Sun, Peijian Paul |
|---|---|
| Titel | A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2020) 88, S. 1-12 |
| Beigaben | Anhang; Tabellen 2 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; China; Englischunterricht; Fremdsprachenunterricht; Motivation; Schreiben; Empirische Forschung; Motivation; Fremdsprachenunterricht; Englischunterricht; Schreiben; China |
| Abstract | This empirical study used a mixed-methods approach to examining the relationship of writing proficiency levels and motivational regulation strategies in English as a foreign language (EFL) contexts. Data were collected from a total of 389 Chinese undergraduates through a writing task and a self-report questionnaire. Among the participants, 30 students from high writing-proficiency (n = 15) and low writing proficiency (n = 15) groups were invited to complete follow-up semi-structured interviews. Quantitative data of this study revealed that the high writing-proficiency students reported using more mastery and performance self-talk, interest enhancement, and emotional control than the low writing-proficiency students. Likewise, the semi-structured interviews indicated that the high writing-proficiency group demonstrated more maturity and flexibility in deploying some motivational regulation strategies (e.g., interest enhancement and mastery self-talk) while the low writing-proficiency group reported limited understanding and use of these strategies. In addition, knowledge about learning strategies, writing instruction, learning motivation, and academic self-efficacy were major factors affecting the use of motivational regulation strategies between the two proficiency groups. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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