The Development Of Self-regulation Strategies In EFL Writing

This thesis is an empirical study using the self-regulated learning (SRL) theory of Zimmerman B.J. (2002) from a cognitive perspective arid self-efficacy theory of Bandura A. (1997) from a motivational perspective. The action research is based on the background of EFL writing instructions for non-English majors mainly through a training program and questionnaire. The purpose is to investigate how to promote writing performance of learners by integrating self-regulation strategies with writing self-efficacy. It attempts to explore the effect of self-regulation strategy instructions on writing performance in the process of EFL writing after the training program. In addition, it also aims to find out the correlations between the use of writing self-regulation strategy and their writing self-efficacy.The study was conducted during the first semester 2010 in Anhui University of Science and Technology (AUST), where the researcher works.152 sophomore non-English majors from two intact classes participated in this study. One class was used as the experimental class and received an intervention program based on the Self-Regulated Strategy Development model (SRSD). The other class was the controlled group, who only received routine writing instructions. The students completed a questionnaire adapted from the Motivated Strategies Learning Questionnaire (MSLQ) and a self-report scale of writing self-efficacy. Writing performance was assessed according to the scoring criteria of CET-4.The overall findings suggest the participants from the EC make more progress than those from the CC in writing performance. There is a significant positive relationship between self-regulation strategy development and EFL writing achievements. The writing instruction based on the self-regulated strategies is more effective than the traditional teaching method in improving writing outcomes. Writing self-efficacy of the participants has a great effect on the writing performance. Writing self-efficacy of high-level students is higher than that of low-level students. Meanwhile, writing self-efficacy is significantly positively related to the use of self-regulated strategies in general. Highly self-efficacious learners report significantly more use of writing strategies than those with low self-efficacy.This study suggests the importance of nurturing language learners'writing self-efficacy beliefs and the use of self-regulation strategies. At the end of this paper, a few specific strategies are put forward about how to enhance students'self-regulated capabilities and writing self-efficacy beliefs in writing process.