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

Eivazi, Tayyebeh; Khoshnevis, Iraj

|
|
|
How to cite
RIS EndNote BibTeX APA MLA Harvard Vancouver
|
Share

	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


References
Chiang, S. Y. (1999). Assessing grammatical and textual features in L2 writing samples: The case of French as a foreign language. Modern Language Journal, 83, 219- 232. Cox, B. E., Shanahan, T., & Tinzmann, M. B. (1991). Children’s knowledge of organization, cohesion, and voice in written exposition. Research in the Teaching of English, 25, 179-218. Cuenca-Sanchez, Y. (2008). Self-regulated strategy development through a critical literacy approach: Teaching students with disabilities to write persuasively by understanding the word and the world. Retrieved May 22, 2011, from http://mason.gmu.edu/~ycuencas/documents/ Literacy course EDRD 830/Final Paper Literacy 05.12.08a.pdf. De La Paz, S. (1999). Self-regulated instruction in regular educational settings: Improving outcomes for students with and without learning disability. Learning Disabilities Research and Practice, 14(2), 92-106. De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 687–698. García, J. N., & Fidalgo, R. (2006). Effects of two self-regulatory instruction programs in students with learning disabilities in writing products, process and self-efficacy. Learning Disability Quarterly, 29, 181-213. Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. Journal of Special Education, 39(1), 19-33. Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press. Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35, 1-16. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press. Johnson, P. (1987). Cohesion and coherence in compositions in Malay and in English. RELC Journal, 23, 1-17. Kroll, B. (1990). What does time buy? ESL student performance on home versus class compositions. In B. Kroll (Ed.), Second language writing: Research insight for the classroom (pp. 140-154). Cambridge: Cambridge University Press. Lavelle, E. (2006). Teachers’ self-efficacy for writing. Electronic Journal of Research in Educational Psychology, 4(8), 73-84. Mason, L. H., Benedek-Wood, E., & Valasa, L. (2009). Teaching low-achieving students to self-regulate persuasive quick write responses. Journal of Adolescent and Adult Literacy, 53(4), 302-312. Mason, L. H., Harris, K. R., & Graham, S. (2002). Every child has a story to tell: Self-regulated strategy development for story writing. Education and Treatment of Children, 25, 496-506. McCulley, G. A. (1985). Writing quality, coherence, and cohesion. Research in the Teaching of English, 19, 269-282. Muncie, J. (2000). Using written teacher feedback in EFL composition classes. ELT Journal, 54(1), 47-53. Rogers, R. J., (2010). Incorporating metacognitive strategy training in ESP writing instruction: English for lawyers. English Language Teaching 3(4), 3-9. Saddler, B. (2006). Increasing story writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29(4), 291-305. Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3-17. Santangelo, T., Harris, K. R., & Graham, S. (2008). Self-Regulated strategy development in writing. Instructional Science: An International Journal of the Learning Sciences, 36(5), 395-408. Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulated as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57–71. Spiegel, D. L., & Fitzgerald, J. (1990). Textual cohesion and coherence in children’s writing revisited. Research in the Teaching of English, 24, 48-66. Sweedler-Brown, C. O. (1993). ESL essay evaluation: The influence of sentence level and rhetorical features. Journal of Second Language Writing, 2, 3-17. Tierney, R. J., & Mosenthal, J. H. (1983). Cohesion and textual coherence. Research in the Teaching of English, 17, 215-229. Witte, S. P., & Faigley. L. (1981). Coherence, cohesion and writing quality. College Composition and Communication, 32, 189-204.
Statistics Article View: 740 PDF Download: 391