PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING
DOI:
https://doi.org/10.31571/bahasa.v8i2.1451Abstract
The present study explored pre-service teachers’ self-regulated learning strategy
and motivation in EFL academic writing. A further aim of the study is to
investigate the relationship between their self-regulated learning strategy and
motivation as well as to explore the revision behaviors in English academic
writing. A questionnaire was administered to 56 pre-service teachers (PST)
majoring English language education. The questionnaire covered 16 items of
questions regarding self-regulated learning strategy comprising environmental
process, behavioral process, and personal process, as well as motivation. PSTs’
revisions of academic writing were also assessed using writing revision categories
to identify their revision behaviors. Descriptive analyses indicated that
participants were moderate to high in their self-regulated learning strategy and
motivation toward their writing activities. Furthermore, the result showed that
despite the fact that self-regulated learning strategy in the aspect of environmental
strategy and personal strategy did not significantly correlate with motivation,
behavioral strategy significantly correlated with motivation. In addition to this,
among the revision categories, the aspects of organization, citation, mechanics,
language use, and references were the most common categories of revisions,
while content and format were the least ones. The study might have implication
on the PST’s EFL academic writing instruction.
Keywords: self-regulated learning strategy, motivation, revision, EFL academic
writing
Downloads
References
Abadikhah, S., Aliyan, Z., & Talebi, S. H. (2018). EFL students ’ attitudes towards self-regulated learning strategies in academic writing. Isses in Educational Research, 28(1), 1–17.
Bernard, J. (2010). Motivation in foreign language learning: The relationship between classroom activities, motivation, and outcomes in a university language-learning environment. Retrieved from http://repository.cmu.edu/hsshonours/74
Binalet, C. B., & Guerra, J. M. (2014). A study on the relationship between motivation and language learning achievement among tertiary students. Internatinal Journal of Applied Linguistics and English Literature, 3(5), 251–260. https://doi.org/10.7575/aiac.ijalel.v.3n.5p.251
Brown, S. (2010). Likert Scale Examples. ANR Program Evaluation: Iowa State University Extension. Retrieved from http://www.extension.iastate.edu/ag/staff/info/likertscaleexamples.pdf
Cetin, B. (2015). Academic motivation and self-regulated learning in predicting academic achievement in college. Journal of International Education Research, 11(2), 95–106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1060062.pdf
Fahim, M., & Rajabi, S. (2015). Applying self-regulated strategy development model of instruction to teach writing skill : Effects on writing performance and writing motivation of EFL learners. International Journal of Research Studies in Education, 4(2), 29–42. https://doi.org/10.5861/ijrse.2015.1009
Göy, N. (2017). An action research on the development of self-regulated writing strategies of Turkish EFL students. Eurasian Journal of Applied Linguistics, 3(2), 191–204. Retrieved from www.ijal.eu
Hammann, L. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), 15–26. Retrieved from http//www.isetl.org/ijtllhe
Harris, K. R., & Graham, S. (2009). Self-regulated strategy development in writing : Premises , evolution , and the future. British Journal of Educational Psychology Monograph Series II, 6, 113–135. https://doi.org/10.1348/978185409X422542
Malpique, A., Simao, A. M. V. veiga S., & Frison, L. M. B. (2017). Self-regulated strategies for school writing tasks: A cross-cultural report. Psychology of Language and Communication, 21(1), 244–265. https://doi.org/10.1515/plc-2017-0012
Min, H. (2006). The effects of trained peer review on EFL students ’ revision types and writing quality. Journal of Second Language Writing, 15, 118–141. https://doi.org/10.1016/j.jslw.2006.01.003
Nabhan, S. (2016). The process approach to improve students’ writing ability in English education department University of PGRI Adi Buana Surabaya. Jembatan Merah, 13(June), 1–15.
Nabhan, S. (2019). Bringing multiliteracies into process writing approach in ELT classroom : Implementation and reflection. EduLite Journal of English Education, Literature, and Culture, 4(2), 156–170. https://doi.org/http://dx.doi.org/10.30659/e.4.2.156-170
Nami, Y., Enayati, T., & Ashouri, M. (2012). The relationship between self-regulation approaches and learning approaches in English writing tasks on English foreign language students. Procedia - Social and Behavioral Sciences, 47, 614–618. https://doi.org/10.1016/j.sbspro.2012.06.705
Orhan, F. (2007). Applying self-regulated learning strategies in a blended learning instruction. World Applied Science Journal, 2(4), 390–398. Retrieved from file:///C:/Users/YUP/Downloads/7.1.10.WASJ2007.pdf
Oxford, R. L., & Burry-Stock, J. (1995). Assesssing the use of language learning strategoes wpr;dwide with the ESL/EFL version on the strategy inventory for language and language learning (SILL). System, 23(1), 1–23. https://doi.org/https://doi.org/10.1016/0346-251X(94)00047-A
Pintrich, P. R. (1990). Handbook of Self-Regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), The role of goal orientation in self-regulated learning (pp. 33–40). New York: Academic Press.
Qian, L., & Yan, J. (2008). Self-regulation in college English writing. CEKEA Journal, 31(2), 18–27. Retrieved from http://www.celea.org.cn/teic/78/08070218.pdf
Razi, H. R., Vahidian, Z., & Hashemi, S. (2015). Studying the relationship between self-regulation and high school students; motivation of the second course in country of Larestan. Indian Journal of Fundamental Adn Applied Life Sciences, 5, 455–467. Retrieved from www.cibtech.org/sp.ed/jls/2015/01/jls.htm
Sanad, H. A. E. (2014). Using self-regulated strategy development (SRSD) to develop EFL reading and writing skills. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19(5), 82–97. Retrieved from www.iosrjournals.org
Virtanen, P., Nevgi, A., & Niemi, H. (2013). Self-regulation in higher education: Students’ motivational, regulationall and learning strategies, and their relationshios to study success. Studies for the Learning Society, 3(1), 20–36. https://doi.org/10.2478/sls-2013-0004
Ziahosseini, S. M., & Salehi, M. (2008). An Investigation of the relationship between motivation and language learning strategies. Pazhuhesh-e Zabanha-Ye Kharezi, 41, 85–107.
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 1–23. Retrieved from https://pdfs.semanticscholar.org/af54/a901d8534f9915dcd061bd2d829b3a115eee.pdf
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73–101. https://doi.org/http://dx.doi.org/10.1006/ceps.1997.0919
Downloads
Published
How to Cite
Issue
Section
License
License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and publishing agreement.
Copyright
Authors who publish with Jurnal Pendidikan Bahasa agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.