Education Quarterly Reviews
ISSN 2621-5799
Published: 15 December 2022
An Investigation of Undergraduate L2 Writers’ Motivational Writing Regulation Strategies in Relation to Collaborative Learning Beliefs
Aydan Irgatoğlu, Özkan Kırmızı
Ankara Haci Bayram Veli University (Turkey), Karabük University (Turkey)
Download Full-Text Pdf
10.31014/aior.1993.05.04.621
Pages:267-278
Keywords: Writing Self-Efficacy, Collaborative Learning Beliefs, Undergraduate L2 Writers
Abstract
The concept of motivational regulation has always been on the agenda of researchers; however, the role of motivational regulation has received relatively little attention in terms of writing skills. Hence, the present study aims to investigate the potential correlations between motivational writing regulation strategies concerning collaborative writing beliefs of undergraduate L2 writers. To this end, a total of 102 undergraduate L2 writers were surveyed. To collect the data, two research tools were used. The first one is the Writing Strategies for Self-regulated Learning Questionnaire (WSSRLQ) (Teng and Zhang 2016a). This questionnaire conceptualizes motivational writing regulation strategies in terms of cognitive, metacognitive, and social-behavioral factors. The second data collection tool employed in the present study was the Collaborative Learning Beliefs Survey, which was prepared based on Roskams (1999). According to the findings of the study, there is a correlation between self-regulated writing strategies and collaborative learning beliefs. Hence, it is suggested that EFL writing instructions focus on motivational regulation strategies and other aspects of self-regulated strategies to ensure effective L2 writing instruction.
References
Andrade, M. S., & Evans, N. W. (2013). Principles and practices for response in second language writing: Developing self-regulated learners. Routledge.
Barnard, R., R. de Luca, and J. Li. (2015). First-year Undergraduate Students’ Perceptions of Lecturer and Peer Feedback: A New Zealand Action Research Project. Studies in Higher Education 40(5): 933–944.
Boscolo, P., & Hidi, S. (2007). The multiple meanings of motivation to write. In S. Hidi & P. Boscolo (Eds.), Writing and motivation (pp. 1–14). Oxford: Elsevier.
Bygate, M., Skehan, P., & Swain, M. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. London: Routledge.
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83–96. https://doi.org/10.1016/j.system.2019.03.005.
Chena, W., & Ren, W. (2022). Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products, Language awareness, 31(3), 371–391.
Cumming, A. (2012). Goal theory and second-language writing development, two ways. In R. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 135–164). Berlin: De Gruyter Mouton.
Dao, P. (2020). Effect of interaction strategy instruction on learner engagement in peer interaction. System, 91, 1–12.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge/Taylor & Francis.
Fernandez Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365–378. https://doi.org/10.1016/j.system.2013.02.002.
Fernandez Dobao, A. (2020). Collaborative writing in mixed classes: What do heritage and second language learners think? Foreign Language Annals, 53(1), 48–68. https://doi.org/10.1111/flan.12446.
Forgas, J. P., Baumeister, R. F., & Tice, D. M. (2009). The psychology of self-regulation: An introductory review. In J. P. Forgas, R. F., Baumeister, & D. M. Tice (Eds.), Self-regulation: Cognitive, affective, and motivational processes (pp. 1–18). New York: Psychology Press
Graham, S., Harris, K., MacArthur, C., & Santangelo, T. (2018). Self-regulation and writing. In D. H. Schunk, & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 49–63). Routledge.
Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29, 369–388.
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as second language learners. Language Teaching Research, 12(2), 211–234. https://doi.org/10.1177/1362168807086288.
Li, M., & Storch, N. (2017). Second language writing in the age of CMC: Affordances, multimodality, and collaboration. Journal of Second Language Writing, 36, 1–5. https://doi.org/10.1016/j.jslw.2017.05.012.
Manchón, R. M., Roca de Larios, J., & Murphy, L. (2007). A review of writing strategies: Focus on conceptualization and impact of first language. In A. D. Cohen & E. M. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 229–250). Oxford: Oxford University Press.
Oxford, R. L. (2013). Teaching and researching language learning strategies. Harlow: Pearson.
Riley, P. A. (2009). Shifts in beliefs about second language learning. RELC Journal, 40(1), 102–124. https://doi.org/10.1177/0033688208101448.
Roskams, T. (1999). Chinese EFL students’ attitudes to peer feedback and peer assessment in an extended pairwork setting. RELC Journal, 30(1), 79–123. https://doi.org/10.1177/003368829903000105.
Santangelo, T., Harris, K. R., & Graham, S. (2016). Self-regulation and writing: An overview and meta-analysis. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), vol. 2. Handbook of writing research (pp. 174–193). Guilford.
Sasaki, M., Mizumoto, A., & Murakami, A. (2018). Developmental Trajectories in L2 Writing Strategy Use: A Self-Regulation Perspective, The Modern Language Journal, 102, 2, (2018) DOI: 10.1111/modl.124690026-7902/18/292–309.
Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.
Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. The Modern Language Journal, 100, 674–701.
Teng, L.S., & Zhang, J.Z. (2017). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language, Metacognition Learning, 100(3), 674–701, DOI 10.1007/s11409-017-9171-4
Thorne, S. L., & Hellermann, J. (2015). Sociocultural approaches to expert-novice relationships in second language interaction. In N. Markee (Ed.), Handbook of classroom interaction (pp. 281–298). Oxford, England: Wiley-Blackwell.
Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26, 17–44.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Walls, L. C. (2018). The effect of dyad type on collaboration: Interactions among heritage and second language learners. Foreign Language Annals, 51(3), 638–657. https://doi.org/10.1111/flan.12356.
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205.
Wolters, C. A., & Mueller, S. A. (2010). Motivation regulation. In P. P. B. McGaw (Ed.), International encyclopedia of education (3rd ed., pp. 631–635). Oxford: Elsevier.
Wolters, C. A., Benzon, M. B., & Arroyo-Giner, C. (2011). Assessing strategies for the self-regulation of motivation. In B. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 298–312). New York: Routledge.
Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students' use of strategies for the self-regulation of motivation. Journal of Experimental Education, 81, 199–221.
Yu, S., and I. Lee. (2016). Peer Feedback in Second Language Writing (2005–2014). Language Teaching 49(4), 461–493.
Yu, S., and G. Hu. (2017). Understanding University Students’ Peer Feedback Practices in EFL Writing: Insights from a Case Study. Assessing Writing 33: 25–35
Zhai, M. (2021). Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations, Journal of Second Language Writing 53, https://doi.org/10.1016/j.jslw.2021.100836.
Zhang, L. J., Aryadoust, V., & Zhang, D. (2016). Taking stock of the effects of strategies-based instruction on writing in Chinese and English in Singapore primary schools. In R. E. Silver & W. Bokhorst-Heng (Eds.), Quadrilingual education in Singapore: Pedagogical innovation in language education (pp. 103–126). New York: Springer.
Zhang, L. J. (2016). Reflections on pedagogical imports of western practices for professionalizing second language writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203–232
Zhou, S.A., & Hiver, P. (2022). The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors, System 106(1):102768DOI:10.1016/j.system.2022.102768
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73–101.
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D.H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1–30). Mahwah: Erlbaum.
Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). Mahwah: Erlbaum.