EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

Autor/inn/en	Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan
Titel	EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing
Quelle	In: Issues in Educational Research, 28 (2018) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Student Attitudes; Learning Strategies; Metacognition; College Students; Majors (Students); Goal Orientation; Comparative Analysis; Academic Education; Questionnaires; Learning Motivation; Physical Environment; Social Environment; Writing Strategies; Statistical Analysis; Writing Instruction; Case Studies; Likert Scales; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Zielorientierung; Zielvorstellung; Akademische Bildung; Fragebogen; Motivation for studies; Lernmotivation; Natürliche Umwelt; Soziales Umfeld; Schreibtechnik; Statistische Analyse; Schreibunterricht; Case study; Fallstudie; Case Study; Likert-Skala; Ausland
Abstract	The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether academic education assists students to become more self-regulated writers with the passage of time. A questionnaire was developed and administered to 98 college students majoring in English language. The questionnaire consisted of 60 items assessing six dimensions of self-regulated learning, namely, motive, method, time, physical environment, social environment, and performance. Descriptive analyses revealed that the participants were moderate to slightly high in the use of self-regulatory strategies and processes. Furthermore, the findings indicated that certain writing strategies including pre-writing, goal-setting and self-consequence were not appropriately employed by the participants, suggesting an important need to acquire additional strategies for their writing. Using independent samples t-tests, we found that the fourth year students more frequently employed self-regulatory learning strategies in writing (i.e. method and social environment) than did the third year students in this study. The implications of the study which may benefit writing instructors are discussed. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01