Self-regulated Learning Strategies and Self-efficacy in a Korean EFL Writing Context
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This study investigates how Korean high school students with different levels of English writing are able to utilize their own self-regulated learning strategies and a sense of self-efficacy in writing classrooms. A total of 128 students took part in this study and they were classified into high-, intermediate-, and low-proficiency groups. Four instruments were used in the study: a background questionnaire, a English writing test, the Writing Strategies for Self-Regulation Learning Questionnaire (WSSRLQ,) and the Second Language Writer Self-Efficacy Scale (L2WSS). When looking at the results from the WSSRLQ, the results show that the high-level writers significantly used text processing and goal-oriented monitoring and evaluating more often than those in the intermediate- and low-level groups; the high-level group also used idea planning, interest enhancement, and emotional control significantly more often than the low-level group. In regards to the L2WSS, the high-level learners demonstrated greater linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. In addition, there were positive correlations among self-regulation, self-efficacy, and English writing competence. Based on the results, suggestions are given for teachers, so they can better help their students improve writing skills.
Abstract
This study investigates how Korean high school students with different levels of English writing are able to utilize their own self-regulated learning strategies and a sense of self-efficacy in writing classrooms. A total of 128 students took part in this study and they were classified into high-, intermediate-, and low-proficiency groups. Four instruments were used in the study: a background questionnaire, a English writing test, the Writing Strategies for Self-Regulation Learning Questionnaire (WSSRLQ,) and the Second Language Writer Self-Efficacy Scale (L2WSS). When looking at the results from the WSSRLQ, the results show that the high-level writers significantly used text processing and goal-oriented monitoring and evaluating more often than those in the intermediate- and low-level groups; the high-level group also used idea planning, interest enhancement, and emotional control significantly more often than the low-level group. In regards to the L2WSS, the high-level learners demonstrated greater linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. In addition, there were positive correlations among self-regulation, self-efficacy, and English writing competence. Based on the results, suggestions are given for teachers, so they can better help their students improve writing skills.
참고문헌 (33)
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