A Study On The Relationship Between Writing Quality Of The Continuation Task And Self-Regulated Learning Capacity

In recent years,research on xu-argument has become increasingly in-depth,with numerous studies indicating that the continuation task can effectively promote learning.However,few scholars have paid attention to the effect of learner factors on the continuation task.Therefore,this study examines the relationship between writing quality of the continuation task and self-regulated learning capacity(SRLC)through an empirical study.Specifically,this study addressed two research questions: a)Compared with the topic writing after reading,can the continuation task significantly influence learners’ writing quality in concrete dimensions of lexical complexity,syntactic complexity and discourse coherence? b)Does learners’ self-regulated learning capacity influence the writing quality of their continuation tasks?The participants in this study were 84 senior high school students of grade two from two parallel classes.They needed to fill out the Questionnaire for Self-Regulated Learning Capacity and complete three writing tasks.Based on the questionnaire results,the students were divided into high-level,middle-level,and low-level SRLC groups.The experimental data showed that: a)Compared with the topic writing after reading,the continuation task had lower vocabulary collocation diversity and frequency of causal connectives,but higher lexical sophistication;the continuation task was helpful in improving the syntactic complexity of learners’ writing.b)Learners with middlelevel self-regulated learning capacity had significantly higher lexical sophistication in their continuation tasks than those with low-level SRLC;there was no significant difference in syntactic complexity of continuation tasks among learners with different levels of self-regulated learning capacities;learners with high-level self-regulated learning capacity had significantly higher CRFCWOa(Mean of Overlapping Content Words in all Sentences)than students with low-level and middle-level SRLC.The results of this study confirm the promotion effect of the continuation task on the syntactic complexity and suggest that learners’ self-regulated learning capacity should be taken into account in the continuation task teaching.This study broadens the research field of the continuation task and self-regulated learning and provides some ideas for the continuation task teaching.However,this study also has limitations,such as the lack of control of teacher feedback,which provides possible directions for future research.