The Effect of Self-regulated Strategy Instruction on Iranian EFL Learners' Writing Ability

Eivazi, Tayyebeh; Khoshnevis, Iraj

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	The Effect of Self-regulated Strategy Instruction on Iranian EFL Learners' Writing Ability
Article 2, Volume 9, Issue 19, Summer and Autumn 2016, Page 21-36 PDF (171.47 K)
Document Type: Research Paper
Authors
Tayyebeh Eivazi; Iraj Khoshnevis
Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Abstract
This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficiency, pretest-posttest and random sampling. The analyses of writing tests in the control and experimental groups revealed that SRS instruction had a positive impact on the participants’ writing ability. The effect of SRS instruction was significant on the participants’ writing accuracy and cohesion. The findings draw language instructors’ attention to the meta-cognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy in writing.
Keywords
accuracy; Cohesion; strategy instruction; self-regulated strategy; Writing


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