Abstract
This chapter reports an observational study designed to examine EFL students’ reported use of SRL strategies and their relationships with social, psychological and linguistic factors. Data were collected from self-report questionnaires and a writing test. Statistical analyses revealed that year level had a significant effect on the reported use of six types of SRL strategies (motivational self-talk, knowledge rehearsal, goal-oriented monitoring, peer learning, interest enhancement and emotional control) while gender was a nonsignificant factor. Multiple regression analyses revealed that motivational beliefs had significant predictive effects on SRL strategies among which task value and intrinsic goal orientation were significant predictors of nine sub-factors of SRL strategies. Self-efficacy was a strong predictor of metacognitive, cognitive and motivational regulation strategies. Regarding the linguistic factor, EFL students’ writing proficiency level significantly influenced SRL strategies (e.g., text processing, idea planning, goal-oriented monitoring and motivational self-talk), motivational beliefs (intrinsic goal, control of learning beliefs and test anxiety) and self-efficacy. In addition, SRL strategies, motivational beliefs and self-efficacy generated significant predictive effects on EFL students’ writing performance.
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Appendices
Appendices
1.1 Appendix A: The Adapted Version of the Motivated Strategies for Learning Questionnaire (MSLQ)
Factors | Items |
|---|---|
Intrinsic goal orientation | I prefer writing course material that really challenges me so I can learn new things. |
I prefer writing course material that arouses my curiosity, even if it is difficult to learn. | |
The most satisfying thing for me in writing course is trying to understand the content as thoroughly as possible. | |
Extrinsic goal orientation | Getting a good grade in writing is satisfying for me. |
Getting a good grade in writing is the most important thing for me. | |
If I can, I want to get better grades in writing than most of other students. | |
I want to do well in English writing to show my ability to others, like teachers, peers and family. | |
Task value | I think I will be able to use what I learn in writing course to other English learning contexts. |
It is important for me to learn the course material related to English writing. | |
I am interested in the content area of writing course. | |
I think the writing course material is useful for me to learn. | |
I like the writing knowledge taught in writing course. | |
I think the writing knowledge is useful in writing course. | |
Understanding the subject matter of writing course is very important to me. | |
Control of learning beliefs | If I study in appropriate ways, then I will be able to make progress in writing. |
It is my own fault if I don’t perform well in writing course. | |
If I try hard enough, then I will understand the writing course material. | |
If I try hard enough, I will make progress in writing. | |
Test anxiety | When I take a test, I think about how poorly I am doing compared with other students. |
When I am writing an English composition in a test, I think about items on other parts of the test I can’t answer. | |
When I take a writing test I think of the consequences of failing. | |
I have an uneasy, upset feeling when I take a writing test. |
1.2 Appendix B: Writing Topics
Prompts: Smoking is a major cause of serious illness and death throughout the world today. In the interest of public health, governments should ban cigarettes and other tobacco product. Do you agree or disagree?
Write a composition of more than 200 words on the following topic: Should governments ban cigarettes and other tobacco product?
1.3 Appendix C: Jacob et al.’s (1981) Scoring Profile
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Teng, L.S. (2022). Exploring the Nexus of SRL Strategies and Individual Differences. In: Self-regulated Learning and Second Language Writing . English Language Education, vol 26. Springer, Cham. https://doi.org/10.1007/978-3-030-99520-1_6
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