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

Document Type: Research Paper

Authors

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

References

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Journal of English Language Pedagogy and Practice

Volume 9, Issue 19
Summer and Autumn 2016
Pages 21-36

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