Effects of Adapted Self-Regulated Strategy Development for Second Language Adolescents

Autor/inn/en	Fields, R. Stacy; Elleman, Amy M.; Oslund, Eric L.; Clark, Laura B.; Olson, Collin
Titel	Effects of Adapted Self-Regulated Strategy Development for Second Language Adolescents
Quelle	In: Reading Psychology, 44 (2023) 5, S.543-562 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fields, R. Stacy) ORCID (Elleman, Amy M.) ORCID (Oslund, Eric L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2169798
Schlagwörter	High School Students; English Language Learners; Writing Skills; Writing Strategies; Writing Instruction; Instructional Effectiveness; Grammar; Punctuation; Error Patterns; Error Correction; Receptive Language; Accuracy; Vocabulary; Language Tests; English (Second Language); Writing Ability; Written Language; Tennessee; Test of Written English + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Writing skill; Schreibfertigkeit; Schreibtechnik; Schreibunterricht; Unterrichtserfolg; Grammatik; Interpunktion; Fehlertyp; Korrektur; Rezeptive Kommunikationsfähigkeit; Wortschatz; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibkompetenz; Geschriebene Sprache
Abstract	Writing is a skill that has increased in significance for both researchers and classroom teachers due to changes in recent standards. Currently, many high school English Learners (ELs) are struggling to master this priority skill. A strategy that has been shown to be effective for adolescent writers is Self-Regulated Strategy Development (SRSD). Although this strategy has been researched, it has yet to be studied with EL high school students. However, the most effective method for providing feedback is not clear. This study sought to investigate the effectiveness of SRSD with vocabulary enhancement compared to business as usual comparison group on quality and accuracy measures for EL adolescents. This study used an experimental, randomized control design using both researcher created and standardized measures. Results indicated that students in the treatment group significantly improved over the business as usual control group on all quality measures. A small effect (g = 0.35) for accuracy (i.e., grammar, punctuation, sentence level errors) was found for proximal measures of grammar, punctuation, and reduction of sentence level errors using a researcher created measure. A moderator analysis also indicated there was a statistically significant interaction between the treatment grouping variable and receptive vocabulary on accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01