Srl-based Teaching Of English Writing

The thesis reports an empirical study on the application of self-regulated learning in Chinese English majors'writing process, which aims to improve the students'EFL writing proficiency. Based on self-regulated learning (SRL) theory, previous studies have shown that there is a positive correlation between students'ability to self-regulated learning and their writing achievements. However, they failed to identify how and in what aspects that SRL can improve students'writing achievements, especially in the EFL learning context. Therefore, this thesis argues that through self-regulated learning, students'English writing beliefs and habits will be positively affected and changed, which leads to their improvements not only in the overall writing achievements but also in the three aspects of English writing (content, organization and language form).Two classes of English major sophomores from Yunnan University of Finance and Economics were involved in this empirical research. Each class consisted of 30 Chinese students. One class was randomly selected as the experimental group (EG) which received the writing instruction combined with self-regulated learning program, while the other class was served as the control group (CG) which only received routine writing instruction according to the school program. Instruments such as timed writing tests, questionnaires, annotation checklist and face-to-face interviews were employed to obtain both quantitative and qualitative data.Through results analyses and discussions, the major findings are summarized as follows:First, students'EFL writing beliefs and habits have been positively changed through self-regulated learning. On the one hand, they have raised their awareness on the global aspects of English writing. On the other hand, they tend to be more confident in writing, take increased responsibility for their own progress, and display an increasingly conscious control over their writing processes. Second, self-regulated learning not only helps to improve students'overall writing achievements but also advances their command of English writing skill in terms of the content, the organization and the language form.Third, most students hold positive attitudes towards self-regulated learning. They appreciate the benefits that self-regulated learning has brought to them and are willing to continue with it in their future writing process.On the basis of the above findings, some pedagogical implications for English writing instructions are provided at the end of the thesis. Limitations of the present research and suggestions for future studies are also pointed out.